REPORT 
OF A CONFERENCE O 
THE PREPARATION 
OF EDUCATIONAL 
MISSIONARIES 



HELD IN NEW YORK CITY 
DECEMBER 4-5, 1916 


PRICE 25 CENTS 


BOARD OF MISSIONARY PREPARATION 




BOARD OF MISSIONARY PREPARATION 


Professor Frederick L. Anderson, D.D. 

Reverend James L. Barton, D.D. 

Professor Harlan P. Beach, D.D. 

David Bovaird, M.D. 

Professor O. E. Brown, D.D. 

Professor Ernest DeWitt Burton, D.D. 

Miss Helen B. Calder 

Professor Edward W. Capen, Ph.D. 

Professor W. O. Carver, D.D. 

Reverend Wm. I. Chamberlain, Ph.D. 

Reverend George Drach 
Reverend James Endicott, D.D. 

Professor Daniel J. Fleming, Ph.D. 

Dean H. E. W. Fosbroke, D.D. 

Miss Margaret E. Hodge 
President Henry C. King, D.D. 

Professor Walter L. Lingle, D.D. 

Right Reverend Arthur S. Lloyd, D.D. 

Reverend R. P. Mackay, D.D. 

President W. Douglas Mackenzie, D.D. 

Professor Paul Monroe, Ph.D. 

John R. Mott, LL.D. 

Reverend Frank Mason North, D.D. 

Principal T. R. O’Meara, D.D. 

President C. T. Paul, Ph.D. 

Professor Henry B. Robins, Ph.D. 

Professor T. H. P. Sailer, Ph.D. 

Miss Una Saunders 
Professor E. D. Soper, D.D. 

Robert E. Speer, D.D. 

President J. Ross Stevenson, D.D. 

Fennell P. Turner 

President Addie Grace Wardle, Ph.D. 

Reverend Charles R. Watson, D.D. 

Reverend Stanley White, D.D. 

President Wilbert W. White, Ph.D. 

President W. Douglas Mackenzie, D.D., Chairman 

Fennell P. Turner, Secretary 

Reverend Wm. I. Chamberlain, Ph.D., Treasurer 

Reverend Frank K. Sanders, Ph.D., Director 
25 Madison Avenue, New York 


REPORT OF A CONFERENCE 



ON THE 


Preparation of Educational 
Missionaries 


BOARD OF MISSIONARY PREPARATION WITH THE 
REPRESENTATIVES OF FOREIGN MISSION BOARDS 
EDUCATIONAL MISSIONARIES AND THOSE 
REPRESENTING EDUCATIONAL INTER- 
ESTS IN NORTH AMERICA 



HELD BY THE 


NEW YORK CITY 
December 4-5, 1916 


EDITED BY 


FRANK K. SANDERS, Ph.D. 


DIRECTOR 


PUBLISHED BY ORDER OF THE BOARD 
25 MADISON AVENUE 
NEW YORK 


Digitized by the Internet Archive 
in 2016 


https://archive.org/details/preparationofeduOOboar 


CONTENTS 

PAGE 

Report of the Conference with Representatives of the Foreign Mission 
Boards of North America, with those Representing Educational 
Interests in North America and with Missionary Educators on the 

Preparation of Educational Missionaries 39-225 

The Preparation of Paul for His Missionary Career 45- 48 

The Real Objective of Missionary Education 49- 56 

The Personal Qualifications of the Missionary Educator 56- 61 

The View-point and Personal Qualifications of the Educational 

Missionary 61- 72 

Discussion 73— 78 

The Specific Problems Faced by the Missionary Educator in China 78- 82 

The Specific Problems Faced by the Missionary Educator in India.... 82- 87 

Problems of an Educational Missionary in Latin America 87- 99 

The Educational Missionary in the Near East 99-106 

The Specific Problems Faced by the Missionary Educator in Japan 106-115 

The Essentials of a Program of Missionary Education as Viewed by 

an Educational Administrator 115-119 

Discussion 119-121 

The Spiritual Task of the Educational Missionary 121-124 

The Facilities Afforded in North American Institutions for the 

Adequate Preparation of Educational Missionaries 125-137 

Discussion 137-143 

The Cultural Training of the Missionary Educator 143-150 

The Professional Training of the Educational Missionary 150-155 

The Specific Training of the Educational Missionary for the Field to 

Which He Is Appointed 155-160 

The Training of the Educational Missionary During His First Period 

of Service on the Field and During His First Furlough 161-168 

Discussion 168-174 

The Relationship of Missionary Education to Social and Economic 

Progress 175-185 

The Relationship of Missionary Education to Evangelism 185-199 

Discussion 199-210 

The Findings of the Conference 211-219 

The Roll of the Conference 219-225 

Index 227-231 


THE CONFERENCE ON THE PREPARATION OF 
EDUCATIONAL MISSIONARIES FOR EFFI- 
CIENT SERVICE WITH REPRESENTATIVES 
OF FOREIGN MISSION BOARDS, EDUCA- 
TIONAL MISSIONARIES AND THOSE REPRE- 
SENTING EDUCATIONAL INTERESTS IN 
NORTH AMERICA 

The Board of Missionary Preparation called a conference 
of those interested in the varied problems of missionary 
education and of preparation for educational efficiency on 
the foreign field, at the general headquarters of the united 
work of the Foreign Mission Boards of North America, at 
25 Madison Avenue, New York City, on December 4th and 
5th, 1916. 

The conference was attended by one hundred and fifty- 
three delegates. Forty-three Foreign Mission Boards and 
Sending Societies were represented as well as sixteen theo- 
logical and other institutions. Forty-five missionaries on 
furlough were present, and thirteen visitors. 

The conference was called to order at three o’clock in the 
afternoon of Monday, December 4th, by Dr. Sanders, the 
Director of the Board, who introduced the Reverend Pro- 
fessor Walter L. Lingle, D.D. of the Union Theological 
Seminary of Richmond, Va., as the leader of an opening 
service of devotion. After a prayer by Dr. Edward W. 
Capen of the Kennedy School of Missions, Professor Lingle 
gave a brief address upon the theme “The Preparation of 
the Apostle Paul for His Ministry.” The service closed with 
prayer by Reverend President Henry Churchill King, D.D. 
of Oberlin College. 

The chair was then taken by the Reverend President Will- 
iam Douglas Mackenzie, D.D. of the Hartford Seminary 
Foundation, the Chairman of the Board of Missionary Prep- 
aration. After welcoming the delegates and interpreting 
the program of the conference, President Mackenzie ad- 

39 


PREPARATION OF EDUCATIONAL MISSIONARIES 


dressed the gathering on ‘‘The Real Objective of Educa- 
tional Missionaries.” 

Following the Chairman’s address, Mr. Fennell P. Turner, 
the Honorary Secretary of the Board of Missionary Prepa- 
ration, submitted for consideration a list of names of mem- 
bers of a proposed Committee on Findings. With several 
additions to the list the following members were elected: 

President Charles T. Paul, Chairman 

Director Sanders, Secretary 

Miss Helen B. Calder 

Dr. William I. Chamberlain 

Dr. James Endicott 

Professor D. J. Fleming 

Dr. John F. Goucher 

President Henry C. King 

Professor Walter L. Lingle 

President W. D. Mackenzie 

Mr. William Orr 

Mrs. Henry W. Peabody 

Reverend Joseph C. Robbins 

Miss Flora L. Robinson 

Dean James E. Russell 

Dr. T. H. P. Sailer 

Professor W. N. Schwarze 

Professor Edmund D. Soper 

President J. Ross Stevenson 

Rt. Reverend Henry St. George Tucker, D.D. 

Mr. Fennell P. Turner 

The addresses of the day followed the order of the pro- 
gram printed below, arranged by the Executive Committee 
of the Board: 

The Personal Qualifications of the Missionary Educator 

Reverend Principal Alfred Gandier, D.D. 

Knox College, Toronto. 

Mrs. Henry W. Peabody 

The Continuation Committee for North America. 

The Specific Problems Faced by the Missionary Educator 

(a) In China 

Reverend Burton St. John 

Former Principal of the Tientsin Intermediate School of the 
North China Mission of the Methodist Episcopal Church. 

(b) In India 

Reverend William I. Chamberlain, Ph.D. 

Foreign Secretary of the Board of Foreign Missions of the 
Reformed Church in America. 

40 


PREPARATION OF EDUCATIONAL MISSIONARIES 


(c) In Latin America 
Reverend Samuel G. Inman 

Secretary of the Committee on Cooperation in Latin America, 
formerly a Missionary of the Christian Woman’s Board of 
Missions in Mexico. 

(d) In the Near East 

Reverend President George E. White, D.D. 

Anatolia College, Marsovan, Turkey. 

(e) In Japan 

Right Reverend Henry St. George Tucker, D.D. 

Missionary Bishop at Kyoto, Japan, of the Protestant Episcopal 
Church in the U. S. A. 

The Essentials of a Program of Missionary Education as viewed by 

an Educational Administrator 
Mr. William Orr 

Educational Secretary of the International Committee of Young 
Men’s Christian Associations, late Associate Commissioner of 
Education in Massachusetts. 

After the presentation of the papers on the “Personal 
Qualifications of the Missionary Educator,” they were dis- 
cussed by Professor Lingle; Reverend Professor Morton D. 
Dunning of the Doshisha University at Kyoto, Japan; Rev- 
erend Allen K. Faust, Ph.D. of the Miyogi Girls’ School, 
Sendai, Japan; Reverend William E. Hoy, D.D. of the 
Lakeside Schools, Yochow City, Hunan, China; Reverend 
Franklin E. Hoskins of Beirut, Syria; Professor Wallace 
St. John of the Rangoon Baptist College, Rangoon, India; 
Reverend Frank Rawlinson, D.D. of Shanghai, China; Dr. 
John F. Goucher of Baltimore, Md., and Reverend Giles G. 
Brown of Ceylon. 

The evening session began at 7 :30 o’clock with a prayer 
by Reverend Stephen J. Corey, D.D. of the Foreign Chris- 
tian Missionary Society, Cincinnati, Ohio. The general 
theme of the evening was “The Specific Problems faced by 
the Missionary Educator,” introduced by five speakers, each 
one representing one of the great typical fields of missionary 
activity. In addition, Mr. William Orr, Educational Secre- 
tary of the International Committee of the Young Men’s 
Christian Associations, gave an address on “The Essentials 
of a Program of Missionary Education as viewed by an 
Educational Administrator.” 


41 


PREPARATION OF EDUCATIONAL MISSIONARIES 


Following these addresses there was a general discussion, 
participated in by Dr. Hoy and Professor Thomas F. Cum- 
mings, Ph.D. of the Bible Teachers Training School. 

The session on Tuesday morning was called to order by 
Mr. Fennell P. Turner, who presided during the day in place 
of Chairman Mackenzie, who was forced by the order of 
his physician to remain away. The opening devotional 
address was given by the Reverend President J. Ross Stev- 
enson, D.D. of the Princeton Theological Seminary, on 
“The Spiritual Task of the Missionary Educator and His 
Preparation for It.” 

The morning session followed the official program, which 
was as follows: 

The Facilities Afforded in North American Institutions for the 

Adequate Preparation of Educational Missionaries 
Reverend Professor Edmund D. Soper, D.D. 

Drew Theological Seminary. 

The Training of the Missionary Educator 

(a) His Non-Professional, Cultural Preparation 
Dean James E. Russell, LL.D. 

Teachers College of Columbia University. 

(b) His Professional Training Before Going to the Field 
Dr. Thomas H. P. Sailer 

Educational Secretary of the Board of Foreign Missions of the 

Presbyterian Church in the U. S. A. 

(c) His Specific Training for the Field to Which He Is Appointed 
Reverend Morton D. Dunning 

Missionary of the American Board at Kyoto, Japan, detailed 

for Service in the Doshisha University. 

(d) His Training During the First Period of Service on the Field 
Professor Walter E. Hoffsommer 

Principal of the Meiji Gakuin, North Japan Mission of the 

Reformed Church in America. 

A paper was read on “The Facilities Afforded in North 
American Institutions for the Adequate Preparation of 
Educational Missionaries,” by the Reverend Professor 
Edmund D. Soper, D.D. of Drew Theological Seminary, 
Madison, N. J. It was discussed by Professor St. John; 
Professor Soper; Dr. Rawlinson; Mr. Orr; Professor W. 
N. Schwarze, D.D. of the Moravian Board of Missions; 


42 


PREPARATION OF EDUCATIONAL MISSIONARIES 


Professor James B. Webster of the Shanghai Baptist 
Theological Seminary, Shanghai, China; Professor O. E. 
Brown, D.D. of Vanderbilt University, Nashville, Tenn., 
and Miss Flora L. Robinson of the Isabella Thoburn Col- 
lege, Lucknow, India. 

“The Training of the Missionary Educator” was dis- 
cussed under four headings, by Dean Russell, Dr. Sailer, 
Professor Dunning and Professor Hoffsoinmer. The re- 
sulting discussion was participated in by Dr. Sailer; Dean 
Thomas M. Balliet, Ph.D. of New York University; Pro- 
fessor Brown; Professor St. John; the Reverend Canon T. 

R. O’Meara, D.D. of the Canadian Church Missionary 
Society; Professor Webster; Dr. Goucher; the Reverend 
Victor M. Buck of Allahabad, India; Dr. Rawlinson; Pro- 
fessor Dunning and Dr. Faust. 

The afternoon session was opened with prayer by the 
Reverend W. B. Anderson of the Board of Foreign Mis- 
sions of the United Presbyterian Church of N. A. The 
general theme of the afternoon was “The Relationship of 
Missionary Education to Other Forms of Christian Enter- 
prise on the Foreign Field.” It was presented by the 
Reverend Professor Daniel J. Fleming, Ph.D. of Union 
Theological Seminary and by Dr. Robert E. Speer of the 
Board of Foreign Missions of the Presbyterian Church, 
U. S. A. 

The papers were discussed by Dr. Hoy; Dr. F. J. White 
of the Shanghai Baptist College, Shanghai, China; Mr. 
Drach of the Board of Foreign Missions of the General 
Council of the Evangelical Lutheran Church in N. A. ; Mr. 
E. D. Lucas of Forman Christian College, Lahore, India; 
Mr. W. Henry Grant of the Foreign Missions Conference; 
Dr. Rawlinson; Mr. Anderson; Reverend Ralph S. Harlow 
of the International College, Smyrna, Turkey; Reverend E. 

S. Booth of the Ferris Seminary, Yokohama, Japan, and 
Dr. Corey. 


43 


PREPARATION OF EDUCATIONAL MISSIONARIES 


A closing prayer was offered by Dr. Endicott of the 
Missionary Society of the Methodist Church, Canada. 

The evening session was wholly devoted to the reception, 
discussion and emendation of the report of the Committee 
on Findings, read by the secretary of the Committee, Dr. 
Sanders. 

The session opened with prayer by the Reverend Dr. 
James L. Barton of the American Board of Commissioners 
for Foreign Missions. The report was then read section by 
section, being discussed by Dr. Sailer, Dr. Foster, Mr. 
Turner, Dr. Faust, Director Sanders, Dr. Barton, Mr. 
Huntington, Professor Brown, Mr. Grant, Dr. Goucher, 
President White, President Stevenson, Mr. Anderson, 
Principal O’Meara, Professor Soper, Dr. Rawlinson, Dr. 
Williams of Brazil, Dr. White of Shanghai, Dr. Endicott, 
Professor Fleming, Professor Harlan P. Beach, Mr. St. 
John, Professor Webster, Professor Robinson, Mr. Orr, 
Professor Capen, Professor Cummings and Professor Hoff- 
sommer, most of them speaking repeatedly on the various 
questions raised by the report. 

On motion of Dr. Goucher, duly seconded, it was voted 
to appoint an editing committee with full authority to recast 
the report into a form representative of the conclusions of 
the assembly and suitable for permanent publication. The 
chair appointed: 

President Charles T. Paul 

Mrs. Henry W. Peabody 

Dr. T. H. P. Sailer 

Professor E. D. Soper 

Director Frank K. Sanders, ex officio. 


The Chairman then expressed on behalf of the Board its 
very sincere appreciation of the attendance and cooperation 
of the members of the conference. 

The conference adjourned with the pronouncing of the 
benediction by Professor Beach. 

44 


THE PREPARATION OF PAUL FOR HIS 
MISSIONARY CAREER 


Professor Walter L. Lingle, D.D. 

It was suggested that the theme for this opening devo- 
tional service might be some lesson from the life of a great 
educational missionary. When I recalled that in the Bible 
we have the life story of the greatest missionary that ever 
lived, who left us quite a number of autobiographical notes 
concerning his life and his work, I felt that from Paul 
might come the appropriate message for us today. 

Let me turn your attention to three passages: to Acts 
22:1-15, where Paul is in Jerusalem speaking to a crowd of 
his own people; to Acts 26:12-20, where he is telling his 
life story to King Agrippa; and to Galatians 1 : 15-18, where 
he speaks further of his life story. 

I thought it might be worth our while in a conference 
like this, which is especially concerned with the preparation 
of young missionaries for their life work, to consider the 
preparation of the Apostle Paul for his life work. I take 
it that his preparation was not accidental. It was preem- 
inently providential. In Galatians the Apostle gives us 
clearly to understand that God separated him from his 
mother’s womb and called him by His grace for the very 
distinct purpose of being a missionary to the Gentiles. God 
took him in his very infancy and appointed him to this 
great life work. He must then have had what we may call 
God’s ideal preparation for a missionary to the people of 
that particular era. We cannot study this preparation in 
all its details this afternoon. But it may at least be worth 
our while to look at it in broad outline. 

Let me speak of three phases or stages in that prepara- 
tion, each one of which was connected with a well-known 
city. The first stage included his life in his native city, 

45 


PREPARATION OF EDUCATIONAL MISSIONARIES 


Tarsus. The apostle called it “no mean city.” Such a first- 
hand authority as Sir William Ramsay has proven that he 
was speaking the literal truth. There were larger cities, 
but no more cosmopolitan city than Tarsus. There was no 
other city where men could study life more thoroughly. It 
was located near the sea. It had its harbor where the ships 
from every country that bordered on the Mediterranean 
touched. Travellers and traders from all the Mediterranean 
lands were seen constantly on its streets. It was also a 
terminal point of the great overland route from the East 
to the West. Travellers and merchants and scholars were 
continually moving along that highway and were commonly 
seen in Tarsus. The city had four successive imperial civ- 
ilizations: that of Assyro-Babylonia, then of Persia, then 
of Greece, and finally of Rome. It had its great university, 
which many authorities hold to have been the equal of those 
at Athens and Alexandria. There a youth had a wonderful 
opportunity to study the very things which an Apostle to the 
Gentiles of Asia Minor and of Macedonia would need. He 
could become familiar with the life and customs of these 
peoples. He could master the Greek and its literature, its 
philosophy and its religion. No young man with Saul’s 
acute mind would let such opportunities pass. He made the 
most of them in the providence of God. Indeed, he knew 
these things so well that in these later days he has been 
accused of formulating his own religion out of the syn- 
cretism of the mystery religions that flourished in Asia 
Minor. He has been fully vindicated, to be sure, by Dr. 
Kennedy of Edinburgh, in his work entitled “St. Paul and 
the Mystery-Religions,” and by others. But the very sus- 
picion that he borrowed his religious ideas indicates the 
belief that he knew other religions. God trained Saul quite 
as we who are assembled here today are trying to train 
our young missionaries who are heading for the field. 

The next phase of his preparation was at Jerusalem. He 


46 


Paul's missionary preparation 


spent much of his young manhood there, returning fre- 
quently to Tarsus. At Jerusalem he found Gamaliel, one 
of the greatest, most broad-minded and broad-hearted of 
scholars. There he learned to know his own people, their 
religion, the Scriptures and their effective use. It was 
admirable training. A man ought to know his own religion 
and how to define and to defend it before he goes away to 
teach it to somebody else. Above all, a modern missionary 
ought to know the Bible. The Apostle certainly knew the 
Old Testament and how to use it. We see that fact illus- 
trated in his preaching and writing and teaching. 

The third stage of his preparation was at Damascus. 
There he had his vision, — of the risen and living Lord and 
of the Gentile world. Some time ago a distinguished speaker 
said to my students, “The greatest temptation to the minister 
is to think in terms of his own little parish.” This is pro- 
foundly true, but after he had had that vision the great 
Apostle was never tempted to think in petty terms; he 
thought imperially, internationally, in world-wide terms, as 
he knew the world. 

In that vision Paul learned to know Jesus Christ experi- 
mentally, and God, his Heavenly Father, an absolutely 
essential experience. Recall the similar experience of Moses. 
After forty years in Egypt and many years in the wilder- 
ness, God brought his training to a climax at the burning 
bush, where he had that wonderful vision that made him 
ready for his great work of organizing and teaching. Who- 
ever is to bring others to God must have had a vision of 
God. He must know God, not simply know about Him. We 
are, of course, concerned about the cultural preparation of 
men and women for their work, but we must not fail to give 
this knowledge the first place, for it is that which counts 
most. I recall an incident from the home of one of our 
missionaries. He went to China a number of years ago. 
His mother, in middle life, went with him to keep the house 


47 


PREPARATION OF EDUCATIONAL MISSIONARIES 


and help wherever she could. She was too old to learn the 
language and never tried to do so. But she knew Jesus 
Christ every day. There was a Chinese servant in their 
home who knew no English. They managed by signs to 
get along and get the work done about the household. A 
few months later that servant went down to the church and 
applied for membership. He seemed to have a clear-cut 
idea of religion. They said: “What brought you to Jesus 
Christ? What sermon or what book?” “None,” he said, 
“it is that lady up at the house who did it.” “Why,” they 
said, “she cannot speak Chinese and you cannot speak Eng- 
lish. How did she do it?” “Oh, I see her religion shining 
out through all of her life.” True religion speaks any 
language. It can be read in every tongue. 

One other remark about the training of Paul. He de- 
clared that he preached at Antioch and at Jerusalem and on 
all the coasts of Judea, before he ever went to Asia Minor 
and to the Gentile world. In other words, he gained his 
experience among the home churches. That is a very sug- 
gestive fact. In the Presbyterian Church South, on account 
of the shortness of funds, we are being compelled to utilize 
our volunteers in the home field for two or three years be- 
fore we can send them abroad. I regret the shortness of 
funds, but I believe it will be a blessing in disguise to have 
these young men and young women have this experience 
and opportunity to prove their ability in the homeland before 
they go to the foreign field. 

These are some of the suggestions that come to me from 
the story of the preparation of this great missionary. They 
do not seem at all antiquated. They indicate God’s own way 
of preparing a man for missionary service; they are prac- 
tically suggestive to-day; and ought to be inspirational for 
everyone consecrated to the great cause of redeeming the 
world. 


48 


THE REAL OBJECTIVE OF MISSIONARY 
EDUCATION 


President W. Douglas Mackenzie, D.D. 

My preparation for this address has convinced me that 
it is impossible to state in a few words any propositional 
definition of what we may call the real objective of mission- 
ary education. It is a subject that has been long and earn- 
estly discussed. There are periods in the history of some 
of our Boards that literally echo and re-echo with contro- 
versy on this subject. 

First of all, however, we may say that education in some 
form and degree is a primary and essential function of the 
church, and that this comes to light nowhere more clearly, 
more definitely, and more imperiously than when the church 
presents its message in a new region for the first time. It 
is true that from the Christian church arose the idea of 
popular and universal education. In all the history of 
civilization I know of no country, before Luther spoke in 
Germany and John Knox in Scotland, where general educa- 
tion was desired, or where there was any one who felt re- 
sponsible for putting it into effect. It was not statesmen 
who declared that every human being has a right to at least 
the beginnings of an education. Nor was the idea formed 
in the hearts and minds of those emperors of old. It was 
out of the life of the chjurch, in its effort to bring mankind 
into intelligent fellowship with God, that the cry for the 
education of all citizens of a country was heard. The 
preachers of the gospel have carried this ideal with them 
to every missionary land. 

The ideal becomes very distinct when we consider a mis- 
sionary at work among primitive peoples. Let us take South 
Africa, for instance. I remember hearing my father de- 
scribe in a very interesting way what the preaching of the 


49 


PREPARATION OF EDUCATIONAL MISSIONARIES 


gospel to a native tribe meant and what it led to in the way 
of education; how necessarily the effort to teach something 
more than abstract truths arose out of the nature of the 
message. He said that a missionary cannot begin to teach 
a little group in any South African community without find- 
ing that he must give them some geography. He had to tell 
them where he had come from and how he had come. He 
had to tell them where the gospel story was set. So he had 
to hang a map upon the wall and begin to describe the earth 
and the various countries before they could really begin to 
understand the gospel. Thus he found it essential to teach 
his converts geography. 

Again, he found that he could not begin to tell them about 
Jesus Christ without teaching them some general history. 
He had to speak to them about mankind. The story of 
revelation involved dates and epochs. When he spoke of 
the date of Jesus Christ he must give them a feeling, how- 
ever limited it would be at first in their childlike minds, — a 
feeling for the long periods of time which had elapsed in 
the history of man. Thus he not only had to teach them 
geography and history, but began to deal with their concep- 
tions of life, with their ideas of the spirit and of the world 
as it came into being, and therefore he spoke to them of the 
earliest questions in philosophy and theology. He had to 
meet them where they were, opening to them whatever 
simple facts might help them to grasp the historical place 
and divine meaning of the Christian message. Thus my 
father found himself even with the children of an African 
tribe beginning universal educational work. He had to 
teach them what they used to call in the old country with 
sublime indifference to spelling, the three R’s — reading, 
’riting and ’rithmetic. And in order to give any meaning 
to what he was teaching, he had to give the feeling of reality 
to these ideas by bringing them into contact with various 
elements of the civilized world. 


50 


REAL OBJECTIVE OF EDUCATION 


It was in Madagascar that the church got its first con- 
ception of what education might be as a living power among 
primitive peoples, for, between 1866 and 1889, there were 
not less than seven hundred schools organized in that island, 
schools that were taught by those who had themselves been 
instructed in a few well-established schools under the di- 
rection of missionaries. So in Uganda it is clear that the 
wonderful growth of the church is due not less to the edu- 
cational than to the evangelistic labors of the missionaries. 
Moreover, in proportion as they have covered that country 
with schools they have also succeeded in covering it with 
churches. It is not in such regions as these, but in the 
civilizations of the Orient, that our greatest difficulties 
begin. 

In the second place, the question as to the extent of this 
educational function of the church arose when the demand 
was made in these regions of more advanced civilization 
for what we call higher education. It is probably true to 
say that the whole matter was precipitated when Dr. Alex- 
ander Duff proposed to establish in India schools and col- 
leges of higher learning. He was the only man who could 
have carried such a proposal at that time. But with ab- 
solute conviction and burning eloquence he appealed to the 
Church of Scotland to which he belonged, and to the reluc- 
tant representatives of the government of India, and gained 
his end. His aim was to establish schools for the sons of 
the higher castes, thinking that if he could win them to 
Christ they would go out and exercise unparalleled influence 
over the whole extent of India. He did make many con- 
verts, among whom were some of the most remarkable 
leaders of Indian Christianity. But his work did not suc- 
ceed to the extent to which he expected it to succeed. He 
wanted to do two things: first, to make as many individual 
high-caste converts as possible, and, second, to spread 
abroad Christian ideas and Christian idealism through those 

51 


PREPARATION OF EDUCATIONAL MISSIONARIES 


who came to these schools and yet were not brought into the 
Christian church. He expected in this way to make evan- 
gelism in the next and following generations far more easy 
among these classes of people. 

Each of these aims created perplexities. Not a few won- 
dered whether general higher education was a legitimate 
task for missionary Societies. They asked whether it was a 
use of the gifts of the church for the evangelization of the 
world which could be conscientiously defended. Many re- 
plied emphatically and convincedly, “No.” They realized 
that a large part of the work of education must have little 
direct evangelistic result; and believed that the money of 
Christian givers was given to be expended on evangelism 
alone. They regarded any tendency to divert the energies 
of the missionaries or of their converts from the realization 
of evangelistic results as so much loss to the kingdom of 
God. This position, sincere as it undoubtedly was, was 
based upon inadequate notions of what the preaching of the 
gospel really means, that is, the presenting of the fulness 
of Christ to modern civilization. 

On the other hand, Dr. Duff’s position was affirmed with 
great energy and, in the end, has been justified as an essen- 
tial part of the total missionary task when that is conceived 
as a whole, realized in all its meaning and studied in all its 
relations and influences. The discussion of the subject is 
by no means over. The International Review of Missions 
has recently had articles which indicate that the question 
is being raised afresh for many sensitive consciences, in the 
face of the fact that there are mission colleges and schools 
in India where the majority of teachers and of students are 
not Christians. What are we to make of the fact that such 
institutions are to some extent supported by missionary 
money and are carried on in the name of the missionary 
churches and their Boards by their active representatives 
on the field? In such institutions are the non-C^Ntian 


52 


REAL OBJECTIVE OF EDUCATION 


students working and being taught in a non-Christian at- 
mosphere? The problem is a difficult one, not to be decided 
off-hand. I can only say, when the question of the objec- 
tive of mission education is presented, not as an academic 
matter, but as a problem of actual living moment to those 
who are concerned most with the direction of the hopes and 
ideals of mission education, — I can only say that it is a 
many-sided problem, demanding our most statesmanlike 
consideration. 

In India this problem is complicated by the fact that the 
Indian government, stimulated by the example of the mis- 
sion Boards, has set itself gradually to enlarge its efforts 
for the education of the Indian people. Beginning, as Duff 
suggested, with universities and high schools, it has grad- 
ually developed a system of secondary education and is 
planning a vast system of primary schools. The missionary 
Boards have received subventions from government funds 
for their schools and even grants of land on condition 
that they maintain certain standards. Now, what is the 
church going to do in India as the Indian government 
enlarges its policy with respect to education? The church 
cannot compete with the government financially, nor can 
its institutions grant degrees; hence the establishment or 
development by mission interests of schools or colleges or 
universities to rival those of the government will have little 
chance of success. In view of these facts the attitude of 
our mission Boards to the whole question of Indian educa- 
tion is a matter meriting serious consideration. 

I have referred to Africa and to India because these fields 
illustrate the problems of missionary education which are 
coming to the front in other parts of the world. The prob- 
lems of India are reproduced in other forms in China, 
Korea and Japan. In these countries governments are 
promoting education vigorously and building upon what the 
missionary Boards have already done and are willing to 

53 


PREPARATION OF EDUCATIONAL MISSIONARIES 


do. They have recognized, more or less, the good work 
of the missionaries and their schools, but are awakening to 
what we should call the Western consciousness in this as 
in many other matters, and are even contemplating univer- 
sal compulsory education from childhood up to graduation 
from the national colleges or universities. How is the 
missionary enterprise going to relate missionary education 
to the conditions thus created? No sooner do governments 
begin to show favor toward missionary education than they 
begin to lay down conditions which affect the fulness of the 
religious work which these institutions were established to 
maintain. How far, in order to serve other ends, and to 
retain the influence they have exercised and still may exer- 
cise, may missionary educators sacrifice the original ob- 
jective, that the education given in the name of the church 
shall immediately promote the gospel of Jesus Christ, is 
the perplexing problem of the hour. 

Assuming, of course, that missionary education must be 
of the highest possible standard, it seems to me that there 
are three general, obvious principles of universal applica- 
tion. First, the church cannot expect to maintain a wide- 
spread system of general education in competition with that 
established by a well organized national government. Ques- 
tions of expense, of the granting of degrees, of the quality 
of students, all enter into this problem. Those who have 
been drawn into intimate contact with the teachers of the 
Doshisha University have heard them say that it is prac- 
tically impossible for that institution to compete on even 
terms with the Imperial University, or with other govern- 
ment institutions of higher learning. This is very largely 
because the best students do not go to institutions which 
do not grant degrees. Moreover, another enormous handi- 
cap is the necessity of working with the limited means pro- 
vided by the Christian people who are their supporters. 

Second, the church cannot defend itself for sustaining 

54 


REAL OBJECTIVE OF EDUCATION 

an institution of purely secular ideals openly diverted from 
its original religious objective. 

Third, the church must seek to achieve on the mission 
field two fundamental results: (a) to provide good relig- 
ious instruction for the young in addition to their secular 
education. We have only begun to understand in America 
the real weight and the real importance of this problem. It 
will soon be a universal problem. Governments will furnish 
universal education without religious instruction, but the 
churches will be forced to provide the latter. How will the 
missionary church solve this problem? I do not know, be- 
cause I do not think we have solved it ourselves in any 
so-called Christian land. 

And then (b) the church must organize its resources 
to secure for its own responsible leadership and for all the 
classes who give their lives to its service, a first-rate train- 
ing under its own auspices. This problem is common to 
the churches of the old world and of the new alike. Over 
in Wales it has recently taken on a new vividness. Since 
the disestablishment of the Welsh Church, a movement has 
been on foot for bringing certain religious subjects into the 
curricula of the national universities and colleges in Wales. 
But the large number of very competent and strong theo- 
logical colleges for the training of the ministry and other 
workers of the church in that principality are up in arms. 
They say this proposal to introduce such subjects into the 
universities and to condition the giving of the degree upon 
their being studied at the university is simply restoring the 
establishment, the depending of the church for its life upon 
secular, national or state institutions. This question of 
creating institutions for the training of its own Christian 
workers will come up to the church of the future on mis- 
sionary fields. In this matter it should anticipate and plan 
largely. Missionary leaders ought to formulate better 
standards and to provide means for multiplying the power 

55 


PREPARATION OF EDUCATIONAL MISSIONARIES 


of their proper institutions, so that they may be able to 
keep pace with governmental institutions and their gradu- 
ates, to keep Christian workers on a level of intelligence 
and power with those who are trained for the national 
service. Why should the church be obliged to confess that 
its own workers are less scientifically and thoroughly trained 
than those who go into the service of the state? Why 
should not the church expect to train its own workers to 
as great a degree of efficiency and power as that expected 
from those who go into professional or other fields of secu- 
lar labor? Every piece of work that the church does in 
every land is a contribution to the life of the state. It is 
therefore the duty of the church to raise itself through its 
workers to its highest efficiency and power. 

The supreme objectives in missionary education then are 
two: to bring the Christian spirit to bear upon the early 
years of the children of the land and to continue the life 
of the church by training to the utmost efficiency those 
who give themselves to Christian service in any of its many 
forms. I fear that I cannot define these objectives more 
distinctly. I trust that out of our discussions here there 
may emerge something more clear, more decisive, more in- 
structive. Could we do no more than to formulate conclu- 
sions on these fundamental matters that I have attempted 
to discuss, we would make a contribution of the greatest 
value to the whole cause of missionary education. 


THE PERSONAL QUALIFICATIONS OF THE 
MISSIONARY EDUCATOR 

Reverend Principal Alfred Gandier, D.D. 

In discussing this subject I assume an adequate technical 
or professional training of the missionary. Let us try to 
get back of this to the personal qualities which make for 

56 


PERSONAL QUALIFICATIONS 


effectiveness. These are much the same whether in the 
missionary educator or the educator at home. 

1. The fundamental quality is strength . — What we speak 
of as a strong personality is not easily defined. It is the 
combination of those qualities which give weight to one’s 
opinions, convincing power to one’s statements, constrain- 
ing influence over other lives. 

A group of men students dissatisfied with a certain teacher 
were asked: “Does he not know his subject?” “Yes.” “Is 
he not interested in his subject?” “Yes.” “Is he not a 
trained teacher?” “Yes.” “Is there anything wrong with 
his character ?” “No.” “What is the matter?” “We want 
a man who can teach us.” A strong personality is neces- 
sary to the highest effectiveness in the pulpit or on the plat- 
form, but particularly is this true in the class-room, where 
the teacher is not addressing a crowd with no one of whom 
he may have personal relationship, but is day by day train- 
ing a small group of students with whom he is in direct and 
continued personal relationship. The whole cumulative 
force of the teacher's mind and character is what tells. 

The greatest teacher whom it has ever been my privilege 
to know was George Monroe Grant, for many years prin- 
cipal of Queen’s University, Kingston, Ontario, whose name 
will long be remembered in Canada as that of one of the 
great constructive builders in the religious, educational, 
and political life of the new Dominion. Burdened with the 
financing of a needy institution in a constituency where 
little wealth existed, called on to lead in many departments 
of church and public effort, he could not become a great 
scholar or a noted specialist, and often found himself fac- 
ing his classes ill-prepared, but there was something about 
the very size of his manhood, the grasp of his mind, the 
breadth of his character, the variety of his human interest, 
the greatness of his hope for church and country, the glow 
of his spirit, which always made the hour with Grant the 

57 


PREPARATION OF EDUCATIONAL MISSIONARIES 


great hour of the day. He not only wakened thought, but 
seemed to make his appeal to every side of the manhood of 
his students. 

In the woman who would be a great educator that some- 
thing which we speak of as winsomeness must accompany 
strength. It is probably true that a strong and winsome 
personality is born and not made, but such a personality 
never comes to full effectiveness apart from knowledge, wide 
human interest and a long self-discipline in the disinterested 
service of others. 

2. A second quality is a passion for truth. — The man who 
would be a successful scout master must himself be a scout 
at heart, and a teacher who would quicken in his pupils a 
spirit of research must himself have a consuming desire to 
know the world as it is and see things as they are. Nothing 
gives a teacher greater influence over his pupils than the 
conviction on their part that his one desire is to get at the 
facts and know the real meaning of things. The preacher 
has a positive message to deliver and the teacher has a cer- 
tain accumulation of knowledge to communicate, but the 
real business of the teacher is to lead his pupils in their 
study and help them discover for themselves the truth about 
things. From a knowledge of what is, the true teacher 
passes to the higher knowledge of what ought to be and 
may be, and thus kindles moral enthusiasm, — the holy pas- 
sion to transform what is into what ought to be. 

3. The third quality in the great educator is that of ap- 
preciation. — He appreciates the past, he appreciates the 
world in which he lives, he appreciates art, literature, music. 
The great educator is always a great lover. He loves na- 
ture, he loves books, he loves pictures, he loves people and 
appreciates the best that is in them. His own loves awaken 
tastes and kindle enthusiasm in his students. It was my 
privilege to spend one of my student years in Edinburgh 
and to be so free that I could have my choice of the best 


58 


PERSONAL QUALIFICATIONS 


teachers in the University and in three Divinity Halls, but 
the teacher from whom I learned most, who made the deep- 
est impression upon me, who set me reading and gave me new 
interests, was Dr. Alexander Whyte of Free St. George’s. 
He was known as the great appreciator, and his own books 
were little more than introductions to or appreciations of 
other people and their books. He was a lover of books. 
The experimental writings of the saints and the mystics 
and of the great Puritan divines enthralled him, so that his 
Bible-class talks, in which he unearthed hidden treasures, 
wakened hundreds to an interest in St. Theresa and Father 
John and other unknown saints, or sent them flocking to 
the bookstores for Dante and Goodwin and Law and 
Bunyan. 

4. A fourth quality is personal experience and imaginative 
power in giving expression to that experience. — This quality 
also is represented in my memory by Dr. Whyte. The 
winter I spent in Edinburgh he lectured on Dante’s “In- 
ferno” and the “Shorter Catechism Exposition of the Ten 
Commandments,” — a subject dry enough and forbidding 
enough to frighten people away; but sin and its consequences 
were presented to us out of an experience so deep and 
through an imagination so vivid that hundreds were at- 
tracted and convinced. As Dante in Florence, so Alexander 
Whyte in Edinburgh was known as “the man who had been 
in hell.” As he reasoned of sin and righteousness and judg- 
ment, one student declared he could see the blue flames ris- 
ing from the manuscript. The power to visualize, to give 
concrete presentation to spiritual states and moral conse- 
quences, is essential in a great religious teacher. 

5. The most important quality of all is sympathy. — It is 
an essential quality in an educator, and especially in a mis- 
sionary educator. We hear much today about child psy- 
chology. Books on education emphasize the necessity of 
knowing the child and the youth at each stage of develop- 

59 


PREPARATION OF EDUCATIONAL MISSIONARIES 


ment, if we are to know what and how to teach during the 
successive periods of childhood and youth. It is not enough 
to know our subject, we must know the person we seek to 
teach, if we would get the knowledge across and kindle 
thought and aspiration. The mere study of books on psy- 
chology will not do this. We must study people themselves. 
We must know children and youths and men and women 
as only those who love them can know them. Except we 
be converted and become as little children, we can in no 
case become teachers of children. Except we be converted 
and become as Hindus or Chinese, we can in no case lead 
Hindus or Chinese into the kingdom of God. We must have 
the sympathy and the imagination which enable us to put 
ourselves in the place of little children, or in the place of 
men of other races, and look out upon life with their eyes, 
if they are to become our disciples in any true sense. This 
sympathy brings in its train all that we speak of as con- 
secrated common sense, tact, courtesy, etc. 

The Son of God came to earth as a teacher rather than 
a preacher. He gathered disciples about him and trans- 
formed a little group of unlikely men into the new Israel, 
— the twelve foundation stones of the City of God. He 
lifted these men into fellowship with God and into the ex- 
perience of the life eternal. How did he do it? Not by 
staying in Heaven and operating on them from above. He 
became flesh and dwelt among them. He put himself in 
their place, was tempted in all points just as they were, was 
touched with the feelings of their infirmities, understood 
them, sympathized with them, looked out upon life with their 
narrow, Jewish eyes, and thus, beginning where they were, 
gradually lifted them out of their narrow interests and re- 
stricted thoughts of God and the kingdom to his own con- 
sciousness of God as the all-Father and of the kingdom as 
righteousness and peace and joy and the Holy Ghost. 

The missionary educator needs all the personal qualities 

60 


PERSONAL QUALIFICATIONS 


of the good teacher anywhere, but this last quality is abso- 
lutely essential for any one who would succeed as a mission- 
ary educator. There must be that large Christian sympathy 
which sees in each degraded pagan the perversion of a soul 
intended to be like Jesus, and in each little child, black or 
white or yellow, a possible child of God, — a sympathy that 
can enter into the present thought and need of those who 
have no Christian past behind them. The missionary edu- 
cator must not count his own high level of thought and 
experience, what may, in some sense, be called his equality 
with God, a thing to be selfishly clung to, but must empty 
himself and take upon him the form and mind of those he 
seeks to teach, thinking their thoughts, having their unde- 
veloped conceptions of God and the universe, fearing the 
evil spirits which plague them, entering into their strange 
ideas of sin and good, and then, as God begins to exalt him 
again to the heavenly places of a rational universe, an 
ordered nature, an enthroned righteousness, a mighty Sa- 
viour, and a life eternal in the likeness of the glorified Son 
of Man, he will slowly but surely bring up with him into 
this sanity and light, this love and life eternal, the children 
given him by God. 

THE VIEW-POINT AND PERSONAL QUALIFICA- 
TIONS OF THE EDUCATIONAL MISSIONARY 

Mrs. Henry W. Peabody 

There is one other profession besides that of home making 
beckoning always to woman. Her divine right, that of 
teacher, is conceded without argument. Women have al- 
ways taught children. Doubtless the first man, approached 
by the first boy with his omnivorous appetite for facts, 
replied wearily, “Go ask your mother, child.” Primitive 
woman taught the baby to walk and to talk, to beware of 
the fire, to avoid dangerous beasts, reptiles and poisonous 


61 


PREPARATION OF EDUCATIONAL MISSIONARIES 


berries. She had no book lore, but she taught the girls to 
sew, weave and cook, to make themselves attractive accord- 
ing to the fashion, and to observe the proprieties of the 
tribe. Although her boy was early taken from her keeping 
and put under the sterner rule of men, to learn to fight and 
hunt and to do a man’s work in the world, yet the mother 
had the first opportunity to mould his character. With the 
progress of the centuries, in some countries, have come 
wider knowledge and better training. Educational progress, 
however, has not taken woman from her vocation as the 
primary teacher of the race; it has merely increased the 
range of her responsibility. Children in the home and in 
elementary schools, public and private, in our home country 
or in foreign lands, are still largely under the care of wom- 
en. The work of the mother in the home is finely supple- 
mented by the service of the intellectual mothers of the 
race whose contribution to the state and to the kingdom 
of God is worthy of equal esteem. 

The larger part of the income of women’s foreign mis- 
sionary Societies is spent in maintaining schools for chil- 
dren and for girls in foreign lands. The strategic value of 
these schools has long been recognized. Many years before 
women’s Boards were organized a few such teachers as 
Eliza Agnew and Fidelia Fiske found their way to the Far 
East and made this clear. Today the traveller along the 
King’s highway from Constantinople to Yokohama sees a 
complete system of such schools developing under the care 
of women and directed by them. 

The policy of women’s missionary Societies is to establish 
in each land Christian schools for the training of the 
mothers, the teachers, the Bible women, the nurses and the 
doctors of the future. But their dominant aim must be the 
training of a host of capable teachers, since they can never 
hope to supply the educational needs of these great popula- 
tions through imported teachers. Although much has been 


62 


PERSONAL QUALIFICATIONS 


achieved by the pioneers who have worked single-handed, 
without equipment and with serious handicaps, the great 
tasks still remain to be put through quickly, if this genera- 
tion is to share in the benefits. 

My part in this discussion relates to the personal qualifi- 
cations of the young woman who dedicates herself at home 
to this noble task. The majority of such women will be 
engaged in elementary or secondary instruction. There 
are a few splendid institutions of collegiate rank which 
need the service of highly educated women, but even high 
schools are comparatively few in number. In many mis- 
sions women are doing the educational work for boys, as 
well as girls, in the lower grades. 

The educational missionary must realize clearly that she 
is not only an educator but a missionary, and that her pri- 
mary task is the development of well-rounded Christian 
character. Though she speak with the latest educational 
vocabulary and have a Teachers College diploma, and have 
not the heart of a missionary, it profiteth nothing. Her 
main business in the Orient is not the introduction of more 
scientific methods of teaching, not even to build up a strong 
educational system, sadly as these are needed in many fields, 
but the far larger work of contributing through right edu- 
cational methods to the building of the kingdom of God. 
Her problem is positive rather than negative. As a teacher 
she is not so much in the business of correcting errors, how- 
ever aged, as of honestly, faithfully and lovingly, in a Chris- 
tian spirit, imparting to the rising generation in the Orient 
a Christian efficiency. 

Again, she must remember that she is not merely a mis- 
sionary but an educator. She is to apply her method and 
her teaching, however perfect in technical ways, to building 
character in the individual and to instilling ideals of honor 
and patriotism. It is most important that her scholarly 
standards be high and her methods sound and her knowl- 


63 


PREPARATION OF EDUCATIONAL MISSIONARIES 

edge ample. Professional ability opens the way to the great 
services which foreigners may render to their adopted coun- 
tries. If those teachers have a wrong method or have missed 
the relationship between Christianity and education, the de- 
lay and loss will be great. Still, however brilliant a teacher 
may be, she has failed as a missionary unless she has devel- 
oped in her students enlightened consciences and the ideals 
of Jesus — honor, justice, and duty to God and men. The 
tyranny or the disorder of a school-room is often responsible 
for a wrong attitude toward authority and toward life. A 
primary school may become a hotbed for deceit and anarchy 
and hatred. One may teach mathematics in so Christian 
a way as to save souls, while another may present the Ser- 
mon on the Mount in a manner to develop atheists. To 
those who believe that individuals and nations must be con- 
verted to the law of Christ, there seems a certain inconsist- 
ency in sending missionaries who have no clear ideas on this 
subject and who are not sure of their own conversion. The 
teacher who is so broad- or shallow-minded that she can see 
no great value in Christianity beyond Buddhism or Confu- 
cianism is not calculated to impress her students with their 
personal need of Christ; and not all teachers who are truly 
Christian have the personal qualifications which are required 
to make them successful in their work as educational mis- 
sionaries. 

It is perfectly possible for the educational missionary to 
teach accurately the physical facts and laws of God’s world 
with such a spiritual background that the students may find 
God and serve Him. “For the invisible things of him since 
the creation of the world are clearly seen, being perceived 
through the things that are made, even his everlasting 
power and divinity.” 1 

If these two conclusions belong to the view-point of the 
educational missionary, it follows that she must be sincere 

1 Romans 1 :20. 

64 


PERSONAL QUALIFICATIONS 


and consistent and must have had training and development 
in both lines so that there shall be no cleavage, for while an 
educator may not always be a missionary, a good missionary 
must always be an educator. Some will not agree with this. 
Sowing by the wayside sounds attractive and romantic, but 
it is a poor method. In a garden book the story is told of 
a man who bought several pounds of good seed and pro- 
ceeded to sow it by the country road, expecting in a few 
months to see miles of beautiful wayside gardens. He was 
disappointed. There met his gaze only the ordinary golden- 
rod and blackberry vines, for not a single one of his seeds 
had germinated. A certain sort of evangelism, called sow- 
ing by the wayside, is about as productive. In the Biblical 
parable this method is not recommended but discouraged. 
The plan really endorsed is sowing on good ground, and 
good ground is cultivated ground, prepared soil. There is 
just the difference between the missionary who is willing 
to do the required amount of hard formative work in edu- 
cation and one who depends upon a superficial, often unin- 
telligible proclamation of the gospel that we find between 
the work of a faithful, patient gardener who digs and plants 
and waters and the gay wayside adventurer with his bag of 
seed thrown by the handfuls along an unprepared wayside 
preempted by weeds. 

What are the personal qualifications which will enable the 
educational missionary to reach these ideals ? Let her learn 
by heart (far different from committing to memory) First 
Corinthians, 13. Here and here only are summed up the 
attitude and spirit of a true educator. She may set at the 
head of the list the three graces in the old couplet: 

“Love, hope, patience — let these be thy teachers, 

And in thine own heart let them first keep school.” 

In reducing the list of other essential qualifications to the 
lowest terms we find they number about a dozen. Some of 
these qualifications may be congenital, some have been ac- 

65 


PREPARATION OF EDUCATIONAL MISSIONARIES 


quired through discipline and education, some will not be 
attained except by prayer and fasting, and some will come 
to fruition only through the varied activities, relations and 
trials of missionary life. 

Of the important qualities which are more or less innate 
and characteristic, although also susceptible of steady de- 
velopment through practice, I would mention nine: opti- 
mism, courage, patience, adaptability, sympathy, imagina- 
tion, sense of humor, courtesy and self-control. 

1. Optimism . — This is not a mere sentimentalism which 
overlooks realities, but an indestructible hopefulness based 
upon the assurance that one is “working together with God” 
and that such cooperation makes final success certain. Such 
optimism encourages the endurance of hard conditions, the 
persistence of belief in regenerative influences, the steady 
continuance of careful, painstaking service. 

We need to understand the demands made upon the ordi- 
nary educational missionary to realize the necessity, not 
alone for breadth of capacity on her part, but of a cheery 
optimism. Since we have not yet attained to specialized 
teaching in primary and intermediate work in the foreign 
field, the majority of the women sent out must know enough 
of a considerable variety of subjects to be able to superin- 
tend and standardize native teachers with inherited tenden- 
cies to ineffective educational methods. The educational 
missionary must be competent to direct the religious devel- 
opment of her school, organizing and supervising those 
courses in the Bible which are most needed and most val- 
uable for the grade she is teaching, and giving clear ideas 
about the fundamental teachings of Christianity. As the 
head of a boarding school she may add to her gifts those 
of an organizer of forces, harmonious or discordant, of 
a judge of a court of appeals, of an accountant able to keep 
accurate records for government or for her Board, of a 
financier with miraculous power to stretch an inelastic ap- 
propriation. She must be a sanitary specialist and inspec- 

66 


PERSONAL QUALIFICATIONS 


tor; a good housekeeper, able to purchase wisely provisions 
and supplies ; an architect, competent to design and execute 
plans for simple buildings; or a landscape gardener. She 
ought to be a diplomat, capable of writing interesting letters 
to her home constituency every month, in which humor and 
pathos shall be finely blended. She should, of course, be 
somewhat of an athlete, taking exercise to maintain her own 
health and setting a good example to the indolent Oriental. 
It is desirable that she be musical, even able to train a choir. 
She must qualify as the head of a matrimonial bureau, the 
trusted confidant of her pupils and a sort of general mother 
and grandmother to their descendants. She ought to be 
able to cut out garments and superintend lace making and 
embroidery to eke out her finances and stimulate the spirit 
of self-support in her pupils. In order to accomplish her 
varied tasks she will surely need indestructible optimism 
based on her chapter in Corinthians, that optimism of love 
which believes, hopes, endures. 

2. Courage . — She will need invincible courage, of the 
type that meets difficulty with resolution, the type that stands 
trench warfare, paralyzing inertia, poisonous gases. This 
sort of courage makes a successful leader. Not infrequent- 
ly, physical as well as spiritual courage is needed. It was 
hard to believe, as I sat in the sunny rooms of two charming 
Mount Holyoke girls in the suburbs of Shanghai, that one 
of those blithe young women had, all alone, one dark night, 
led her little flock of terrified Chinese girls safely through 
the bullets of the rebellion to a place of safety. We have 
read recently of those two American heroines of Marsovan,. 
Turkey, who when their girls had been torn from their care 
followed them, and finally rescued them from infamy at the 
hands of the Turkish soldiers. Such episodes are perhaps 
occasional, yet such courage is needed in times of epidemic 
or war or earthquake, in times of loneliness, disappointment 
or defeat, and at times when all the powers of evil seem 
awake. 


67 


PREPARATION OF EDUCATIONAL MISSIONARIES 


3. Patience is such an accepted missionary virtue that 
it goes without mentioning. The good missionary must be 
able to stay with her standards and plans. She will have to 
get along with queer customs, with seemingly narrow preju- 
dices, with gross superstition, with irritating delays, with 
backward and undisciplined minds, with impossible demands, 
lack of conveniences, discomforts, interruptions, insects and 
reptiles, though these last two, perhaps, in a feminine list, 
might be classified under courage. Only an ability to wait 
serenely can carry her through. 

4. Sympathy . — Unless a sympathetic relation is clearly 
established no teacher or missionary can succeed. She must 
enter into her task with rapidly kindling enthusiasm. If her 
pupils do not quickly become her sisters and daughters in 
a very real sense, she will fail to render rich service. The 
power of sympathy levels national antipathies and barriers, 
it interprets life and death, sorrow and joy, it links youth 
and age, the teacher and the taught. It quickly develops 
a novice into an expert. 

5. Adaptableness . — This is the sister grace that enables 
one to enter actively into the interests of children and Ori- 
ental women who have been kept as children, overcoming 
barriers of age, experience, prejudice or stupidity. It re- 
lates studies to life, and creates methods to suit new condi- 
tions, both in the class-room and in the home. 

6. Imagination . — I wish it were possible to introduce a 
class in imagination into our training schools and colleges. 
The lack of it is the reason for many a dismal failure. In- 
tellectual Gradgrinds, who deal only in prosaic hard facts 
and written examinations, can never project themselves into 
the minds, the atmosphere and the spiritual life of others 
who differ from them racially or religiously. Such imagi- 
native power is the real foundation of “aptness to teach.” 
A strong and healthy imagination will grasp another’s 
feelings and view-point and will open windows of spiritual 

68 


PERSONAL QUALIFICATIONS 


perception which illuminate many a problem. Such an im- 
agination underlies the making of wise policies and of far- 
sighted plans. It leads to the vision that sees and appreci- 
ates real values. Henry Turner Bailey tells of a little 
country school of twenty pupils in Massachusetts whose 
teacher was a young girl. He discovered at the school an 
atmosphere of perfect freedom and order. During the 
classes the teacher called on different pupils to illustrate the 
work. In one class she asked Mary to tell a little incident 
that brought out clearly the point of the lesson in English. 
In the drawing class she asked John to work out on the board 
a design she was sure the visitor would appreciate. The 
children were evidently carrying out their usual program 
with enthusiasm and loyalty to their teacher and class. At 
the close of the session Mr. Bailey asked the teacher how 
she had developed the spirit he had found there. She re- 
plied, “Why, you see, we are all specialists in this school.” 
Mr. Bailey pointed out an unattractive youth, tall, awkward, 
shambling, evidently backward in intellect, and said, “Have 
you been able to make a specialist out of that boy?” “Oh, 
yes,” she replied with animation, “William is our specialist 
in height. He is the only boy in the room who can open the 
windows from the top and turn the damper in the stove- 
pipe.” She was an educational explorer, not a classroom 
drudge. 

The educational missionary should have a thoroughness 
of method, a gift of winning confidence, and a clear insight 
that will guarantee correct religious impressions. We know 
too well the type of Sunday-school teaching at home that 
resulted in Emmy Lou’s plan for securing recruits for her 
Sunday-school with the thrilling lure that Sunday-school is 
the place where “Cain killed Mabel.” Many a missionary 
has been shocked to find her statements have been entirely 
misunderstood and misinterpreted by people with no back- 
ground of Christianity or Bible teaching. 

69 


PREPARATION OF EDUCATIONAL MISSIONARIES 


Genuine development and rare types of men and women, 
efficient and happy Christians, are the product of the teach- 
ers with imagination. 

7. A Sense of Humor . — This is a safeguard to health, 
an immense advantage in dealing with the Oriental and a 
blessing to every fellow missionary. Certain races need to 
have their sense of humor cultivated. Others have it in a 
highly developed form and may often be appealed to by 
a timely witticism. A classic instance of its value to a mis- 
sionary was made known to me in a visit to the embassy 
in Peking where beleaguered Christians lived through awful 
months of a torrid summer in hourly danger of massacre. 
A survivor who conducted me through the embassy pointed 
out the humorous inscriptions placed on the walls by Dr. 
Arthur H. Smith, whose clever turns of wit kept the pris- 
oners from falling into despair. 

A delightful woman in Japan, a most earnest, devoted and 
spiritual Christian, strikingly illustrated this grace to me. 
Describing her joy over the gift of a telephone, she told 
laughingly of the trials that followed its installation. One 
bitter, cold, damp winter morning just before dawn she was 
awakened by a violent, persistent ringing of the phone. Shiv- 
ering in her kimono she awaited the urgent message and was 
greeted by a masculine Japanese voice saying quietly, but 
firmly, “Please explain the book of Hebrews.” Such expe- 
riences are innumerable and must be taken lightly. An over- 
serious missionary is at a great disadvantage. 

8. Courtesy . — To the ardent, brainy American college 
girl, the demands of Oriental etiquette seem utterly useless. 
A constant response to its exactions is very wearing. But 
we should recall Matthew Arnold’s remark that conduct is 
three-fourths of life. The Far-Eastern peoples would claim 
that proper conduct is nine-tenths of life. Oriental repose 
is very difficult for the energetic American. It was a Chi- 
nese gentleman who complained that American acquaint- 

70 


PERSONAL QUALIFICATIONS 


ance had passed on and disappeared before he had finished 
his first act of bowing. Yet we, too, have forms, in their 
eyes just as unimportant, which we persist in forcing upon 
them. Their formalism is not insincere, or altogether use- 
less. The missionary is a sort of an ambassador and must 
consider the tourtesies of the court to which he is sent. 

Americans have been so energetic in getting things accom- 
plished in their national house-keeping and plans of educa- 
tion that they have not attained the repose of the Asiatics 
to whom they carry an important message, and to whom 
they should endeavor in every way to commend their teach- 
ing. Many of the women who have been long in Oriental 
countries have learned the importance of this qualification 
and have adapted themselves admirably and unselfishly to 
the ways of the nation. 

9. Self-Control . — This quality forms a large part of a 
teacher’s stock-in-trade. Among the innumerable annoy- 
ances and difficulties which tend to depress personality — 
the wearing climate, exasperating servants and helpers, 
uncongenial associates, unpleasing surroundings, over-tired 
nerves, over-wrought brains, it is essential. Only as it is 
based upon the consciousness of Christ’s power and pres- 
ence can it be adequately maintained. Only his hand on 
the helm can steer the bark of temperament and temper on 
a steady course. 

On my recent tour I met many teachers who seemed great 
to me. I was impressed often with the influence which these 
women exerted because of their quiet self-restraint. In one 
school in Burma where three hundred girls were being 
trained, many of them for teachers under the British gov- 
ernment, I happened to be present on a day when the senior 
normal class of twenty-five girls was going up for a diffi- 
cult teacher’s examination. At the last moment, as the 
group was leaving for an examination hall, one girl was 
seized with a hysteria which seemed likely to spread. I 

71 


PREPARATION OF EDUCATIONAL MISSIONARIES 


shall never forget how the quiet little gray-haired woman 
at the head of the school appealed to the common sense of 
the class and made an argument to the chief offender which 
brought her to her senses and enabled her to take her ex- 
aminations with the others and all to come home smiling 
with a good report. 

Our Boards may be truly thankful for the older women 
in our mission fields who have developed from small begin- 
nings these great schools of Oriental girls and have made 
possible the coming colleges for women in the Far East. 
They are models still for the younger women who are going 
out today, young women with better preparation possibly, 
at least with better training in science and with newer ideals 
of education. They have worked out the whole difficult 
situation and through their faithful, pioneer toil and high 
ideals are redeeming the world of women today. 

There have always been such noble women at home and 
abroad, from the days of Priscilla who taught Apollos, and 
of Mary Lyon, Fidelia Fiske and Eliza Agnew, down to 
Isabella Thoburn. A glorious army of them is following 
in the footsteps of their great Teacher. They are rearing 
a host of noble souls to be the leaders and the laity of the 
great churches of Christ in the Orient. For all such teach- 
ers, past, present and to come, a reward is promised even 
beyond the results which they have been permitted to see 
in men and women whose noble characters have been formed 
under their training, who loving not their lives have, in life 
and death, testified to the indwelling power of Jesus. It 
is the promise written and sealed long ago with the seal of 
God. “And the teachers shall shine as the brightness of the 
firmament, and they that turn many to righteousness as the 
stars forever and ever.” 1 The teacher and the missionary 
were thus linked together long ago in Holy Writ. For them 
still is the twofold task, the twofold reward. 

1 Daniel 12:3 (R. V. margin). 

72 


PERSONAL QUALIFICATIONS 
THE DISCUSSION 

Professor Lingle. — -One detail of Mrs. Peabody’s delightful paper 
struck me very forcibly. I refer to the quality of humor on which 
she laid stress. I have been impressed in the past, when examining 
and answering the questionnaires about candidates for the foreign 
field from our Seminary at Richmond, with the fact that one ques- 
tion is never missing, “Has the candidate a sense of humor?” This 
qualification has always impressed me as being rather unique and 
yet certainly very desirable, perhaps as essential as Mrs. Peabody 
has indicated. It assures cheerfulness, is an antidote against dis- 
couragement and assists physical vigor. 

Mr. Dunning. — My father said that no man ought to be allowed 
to enter the ministry who had no sense of humor. I should make 
a similar condition for teachers. Mrs. Peabody’s insistence upon 
patience as a fundamental quality aroused my appreciation. It is 
certainly needed upon the mission field in all relationships. Mis- 
sions have to be managed as democracies. They move little faster 
than the slowest unit. The speaker also mentioned imagination 
and self-control. These are glorious qualities. I wonder, however, 
whether Mrs. Peabody has ever found any teacher who possessed 
each one of her specifications. 

Dr. Faust. — Mrs. Peabody emphasized the gift of imagination. 
When I went out to the field I had glowing hopes, but some of my 
forecasts were curiously reversed. I looked forward to a ready 
cooperation with my colleagues ; to greater difficulties in getting 
along with the Japanese Christians; and to much trouble and care 
in my relations with the non-Christians. I was not wholly wrong, 
yet, after seventeen years, I am inclined to reverse the order. The 
so-called heathen have given practically no trouble; the Japanese 
Christians have given some ; but my own colleagues have given me 
the most. I think of one more qualification that should be added 
to those enumerated in the paper, and that is the power of getting 
along with other people. I would make that fundamental. On 
the mission field you cannot pick your associates. The selection 
is made by the Boards at home. At home, under circumstances 
which seem disagreeable, one can change his location or his task. 
On the field, you must work on, making the best of the situation 
and adjusting yourself to it. Some can get along by always yield- 
ing. What is really needed are men who have policies in which 


73 


PREPARATION OF EDUCATIONAL MISSIONARIES 


they believe, but whose graciousness of spirit gives them the power 
and will to conciliate opposition. 

Dr. Hoy. — I am from China, but that does not mean that I do 
not know Japan too. Thirty-one years ago I went to Japan. 
Sixteen years ago I went from Japan to China. I have been im- 
pressed by what more than one speaker has said about providential 
preparation. My own experience confirms theirs. About thirty- 
three years ago two Japanese students came to the college where 
I was studying. One of the professors asked me to help them. 
I started them in English and helped them in their work. I also 
labored with them until they gave their hearts to Jesus Christ. 
Step by step I can see how God was preparing me without my 
knowledge for general missionary service and, through these two 
students, for educational work. I believe that it was a providential 
answer to prayer. God’s own share is a great element in missionary 
preparation, never to be overlooked. Sendai, where Mrs. Hoy and 
I were located to open up a mission station, was really opened, not 
by us, but by a band of Christians in Japan who, for several years, 
had been praying, to whom God, in His divine providence, was 
allocating a man at Lancaster, Pa. There is such a thing as provi- 
dential preparation. The missionary, like the poet, is born and 
not made. He must have certain characteristics in order to be 
able to rightly prepare for missionary service. 

Mrs. Peabody laid stress upon the spirit of love. It is certainly 
fundamental. I have seen young men from the best universities 
of Europe and America make an absolute failure on the mission 
field, because they have had neither patience nor love. The right 
sort of love is no sentimentalism, but a quality which enforces 
righteousness. A certain bishop’ and his wife were visiting a cer- 
tain girls’ school in Japan presided over by two ladies known to 
some of us for their finely blended qualities of love and firmness, 
who had resorted occasionally to the use of their hands for ad- 
ministering well deserved punishment. Learning of this, the visitor 
was horrified. She said: “You ought to rule in love.” “Well,” 
said they, “we try to practise love, but we think we are finding 
it necessary to punish occasionally.” She essayed to show them 
how to get on, but after three days of free experience with the 
girls, she came to the teachers and said: “For goodness’ sake, come 
into that school-room and spank every girl.” Love, too, must 
have backbone. 

I am in hearty sympathy with everything I have heard this after- 

74 


PERSONAL QUALIFICATIONS 


noon. This is the very first conference I have ever attended like 
this, after thirty-one years on the field. 

Dr. Hoskins. — A group of young men once invited some mis- 
sionaries to write down in the shortest possible sentence the three 
qualifications they regarded as absolutely necessary for a mission- 
ary. One formula sticks in my mind and will remain forever. 
This is it : “A hard head, a soft heart and a thick skin.” 

Professor St. John. — The ability to get along with one’s co- 
workers in educational service seems to be far more essential than 
any other quality, and sometimes it takes a series of years to de- 
velop a community of workers who are able to work together with 
large efficiency. A thorough preliminary investigation of every 
candidate for an appointment as a missionary teacher would save 
an immense amount of irritation further on. Let me mention 
another quality sorely needed. I would call it sensible stubborn- 
ness. I have been shocked repeatedly to discover how many of 
those who go out to India fall in with the customs of the country 
educationally. I have known some who, in spite of all the fine 
training they had had in America and elsewhere, submitted to the 
very worst practices of the Indian educational system, wholly 
abandoning their own principles and methods simply because they 
found these things in operation. We must not only have a thorough 
acquaintance with educational principles to begin with, but likewise 
a devotion to them. 

It is a very grave question whether young people going directly 
out from college are longer of much value in our educational work. 
They lack, most of them, the needed special preparation. I have 
been surprised to find how many sent out by our Boards and given 
the work of teaching the Bible, were using, six days in the week, 
nothing more than the Sunday-school material of the Sabbath. 
By such a practice they were quite incapable of gaining good results. 
Teachers who have no notion of Biblical instruction beyond the 
demands and practices of the ordinary American Sunday-school 
are not equipped for mission work. 

Dr. Rawlinson.— The qualities of humor, love, cooperativeness 
and the “modicum of stubbornness” that have been pointed out 
are rather general qualities belonging to every good missionary. 
There are other qualifications which the educational missionary 
needs. First of all, he must be “one apt to teach,” a detail occa- 
sionally overlooked. Many on the mission field who have been 
sent out to teach have never given evidence that they knew how 

75 


PREPARATION OF EDUCATIONAL MISSIONARIES 


to do it. They have been preachers rather than teachers. Within 
recent weeks I have been frequently asked if those who were going 
to the mission field to teach ought to have any special educational 
preparation. I regard, therefore, as the second qualification of the 
educational missionary a knowledge of educational theory and 
practice. But I would mention a third very important qualification. 
I speak now from the point of view of China. The educational 
missionary who expects to have any influence in that country to- 
day must come with an open mind, prepared to study the educa- 
tional needs of China, and with the experimental spirit, willing to 
take the specific problems of mission schools and work them 
through to conclusions, not merely accepting the verdict of those 
who have preceded him, but seeking to contribute something toward 
better conditions. Such a missionary must not, of course, think 
that he knows everything. He must go through a process of adap- 
tation to the new conditions on the mission field, setting himself 
first of all to a mastery of the new problems which he may be 
facing. Some of the questions he will be asking are these: How 

must the problem of educating boys and girls be worked out in 
China? How may the latest educational theories be linked to the 
actual needs of the people around me here in China? How can 
I serve the educators and the educational interests of the Chinese, 
who are trying to carry out the greatest task in all history, that of 
reconstructing the educational system of four hundred millions of 
people, including fifty millions of children of school age? 

One or two more suggestions relating to educational preparation. 
Here, for instance, is a prospective educational missionary who 
proposes to teach history in China. Should he study the history 
of China before he goes out to the field or should he try to master 
it in its Chinese environment? It seems to me that it might be 
wise for him to get his special training in Chinese history while 
living among the Chinese. Again, how can this new missionary 
learn something of the school problems of China? My feeling is 
that he should be so placed at first as to be fn touch with some 
school, mission or government, where he could study actual prob- 
lems at first hand. Another valuable qualification is a conviction 
that the process of self education must continue as long as he 
lives in China. A missionary with these characteristics will be of 
progressive value on the field. 

Dr. Goucher. — It seems to me that a distinctive characteristic 
of a missionary is expertness in human relationships. The Master 

76 


PERSONAL QUALIFICATIONS 


emphasized this. The reason why some learned men and devoted 
women fail as missionaries is that they cannot talk in the language 
of the persons with whom they are dealing, and do not think the 
thoughts which these persons are thinking. Every human being 
has his own ideals and precepts, his own methods of approach, his 
own affiliations. The successful teacher is the one who can get 
into that man’s consciousness, can estimate his thoughts, can un- 
derstand his point of view, can speak to him in such a way that 
he can understand the new message. 

I was very much impressed by Mr. Sunday when he was in 
Baltimore. He spoke to the people in their own language. He 
interested them, and they interested him. Whoever interprets 
religion to men needs to know the mind of God and to be regardful 
of the needs of those he would teach. We must not only under- 
stand our own habits of thought and expression or our own theo- 
logical beliefs which we desire to communicate, but we must be in 
such responsive relation to the thought-habits and motives of those 
we would teach, that we can think from their angle and use their 
terms. One of the fundamental conditions is putting ourselves in 
another’s place while presenting our own point of view. 

Moreover, we need ability to do team work, submerging our 
personality for the time being into a corporate relationship, believ- 
ing that the outcome is infinitely more important than any particu- 
lar plan, seeing things in the large, recognizing our relationships, 
understanding that there should be a movement toward some direct 
objective and that the success of that movement will be in the sub- 
ordination of every factor to the movement itself. It is very hard 
to do such team work. As a member of the Committee on Can- 
didates for my Board, one of the questions I invariably ask is, 
“Did you ever play baseball, basketball or football? Did you ever 
find anybody on the team disagreeable to get along with? Do 
you suppose anybody ever thought that of you?” Team work lays 
a proper emphasis upon relationships. The one who cannot share 
in it is seriously handicapped as a worker in God’s kingdom. 

Mr. Brown. — I have been very much interested in what I have 
heard today, but I cannot help feeling a little glad that this con- 
ference is not one which meets with candidates just ready to go 
to the mission field. I was once in a theological seminary when 
a secretary came around to look over some candidates. One stu- 
dent, who was a candidate, had an interview. He came away look- 
ing very serious. I asked, “What is the matter?” His answer 

77 


PREPARATION OF EDUCATIONAL MISSIONARIES 


was, “That Board secretary wants St. Paul for the mission field 
and St. Paul is dead.” I agree that we need every one of these 
qualifications we have been discussing, but we ought to be careful 
lest we discourage some prospective candidates by an over- 
emphasis. 

I would like to see candidates have sound bodies and well-trained 
intellects, prepared in their specialty before they go out and ready 
to absorb some more training after they reach the field. Conse- 
crated common sense and adaptability to meet conditions on the 
field are invaluable qualities. I would add the habit of courtesy 
and the gift of gentleness. These characteristics will assist in 
meeting many difficulties in the foreign field, especially in relation 
to one’s own fellow workers. 


THE SPECIFIC PROBLEMS FACED BY THE 
MISSIONARY EDUCATOR IN CHINA 

Reverend Burton St. John 

I will pass by that most important educational function, 
the training of the church membership of China to a right 
understanding of the gospel of Jesus Christ. Let me also 
recognize, but omit from this discussion, the distinctive 
questions which concern schools for girls and women. I 
will not even touch upon the insistent technical difficulties 
involved in each type of educational endeavor, a subject 
most ably presented by Dr. Sailer in the September, 1916, 
issue of the Chinese Recorder. In short, let me limit my 
theme to certain specific problems of the missionary educa- 
tor which are common to all China. 

Following that ancient and very useful threefold division 
of the factors of education: the pupil, the teacher, and the 
equipment, I will drop a perpendicular column for each. 
Then let me intersect these three columns by three horizon- 
tal divisions representing three types of instruction: the 
elementary school, including the first eight years of work; 


78 


SPECIFIC PROBLEMS IN CHINA 


the secondary schools ; and the higher schools, including the 
technical and specialized schools, colleges and universities. 
Within the nine squares, made by the intersection of the 
three factors with the three groups of instruction, will be 
found ample material for discussion. 

1. The Problem of Securing Pupils . — So far as the 
available supply of students is concerned, we find no great 
problem in China today. In 1896, twenty years ago, there 
were reported to be twenty-one thousand pupils in the mis- 
sion schools of all grades in China. In 1910, the year of 
the first issue of the China Mission Year Book, there were 
eighty thousand. In the year 1916, the latest issue of the • 
Year Book recorded a hundred and seventy-four thousand. 
Even in this latest report, more than four-fifths of the total 
number is found in the elementary schools, while at the 
earlier dates the proportion of elementary pupils was even 
greater. There may, therefore, be a question of the selec- 
tion of pupils for the elementary schools, but hardly one of 
securing a sufficient number of them. 

On the other hand, this is not a fixed condition. The de- 
velopment of the present educational plans of the Chinese 
government will change it. Probably the climax of pleni- 
tude of pupils was reached about four years ago. The 
rapidity with which the margin of surplus will disappear is 
not easily calculable, but that it will vanish is inevitable. 
Moreover, the day of the practical elimination of elementary 
education as a factor in missionary work is just as sure as 
is the present abundance of pupils. 

What is true of the abundance of pupils in elementary 
schools, is also true in the secondary and higher groups, 
though to a less marked degree. This is due to the fact 
that both the government and the mission school systems 
at this point more nearly meet the demands of the educa- 
tional situation in China. 

Whatever the future may have in store, it can hardly be 

79 


PREPARATION OF EDUCATIONAL MISSIONARIES 


said that at present there is any serious problem in securing 
an adequate and satisfactory supply of the material with 
which the educator is to work. 

2. The Problem of Adequate Equipment . — Let us turn 
from the question of pupils to that of equipment. We find 
a real problem here in all three squares. It is the ancient 
problem of making bricks with a very inadequate supply of 
straw. A comparison with conditions in our own country 
is all that is necessary to help us understand the handicap 
with which the missionary educator has to contend. “Mark 
Hopkins and a log” may be splendidly idealistic, but a steam- 
heated building is more comfortable, at least in north China. 
It may be noted that simplicity of equipment is not what 
the best educators in America strive for. 

Six years ago a grammar school in Tientsin changed its 
location and erected an entirely new group of buildings. 
The plant was planned to meet the requirements of one 
hundred and twenty-five boarding pupils with sixty addi- 
tional day pupils. An expenditure of $15,000 resulted in 
what was declared by Dr. Gamewell to be the best equip- 
ment of any school of its grade in China. But a certain 
New Jersey town, no larger than any one of two thousand 
market towns of China, recently erected a high school build- 
ing. The cost of this one building has exceeded the total 
investment in high school buildings of all the Protestant 
missions working in China. Yet the equipment for high 
schools in that country is distinctly better than that for the 
grammar schools or for the elementary schools. 

The college and technical school equipment more nearly 
meets the demands of the situation, but here, also, inade- 
quacy is more than evident. Recently a student at Mount 
Holyoke College, who had done her preparatory work at 
Peking University, remarked to her father, “Oh, if only 
we could have an equipment like this at Peking University, 
how much better work we could do.” “Yes,” the father 


80 


SPECIFIC PROBLEMS IN CHINA 


replied, “if only we could. Probably one of these buildings 
at Mount Holyoke cost as much as all four of the large 
buildings at Peking.” This being doubted, it was found on 
inquiry that the building referred to had cost $190,000, and 
its equipment $20,000 more, a total of $210,000. The entire 
equipment of Peking University, accommodating seven hun- 
dred and fifty students, two-thirds of them boarding stu- 
dents, cost less than $75,000, or one-third the value of one 
well planned, but not extravagant building in an American 
college which is not noted for its wealth. 

It might be added that an astonishingly large part of 
such equipment as does exist was secured by other methods 
than by the direct appropriation of the missionary Societies. 
The financial burden put upon many of the educators and 
the depressing inadequacy of the physical equipment, lie at 
the root of not a few of the other problems of a well bal- 
anced missionary educational plan. 

3. The Problem of the Teacher . — We have remaining 
the central column of three squares relating to the teacher. 
Whatever problem there may be here, we are sure that it 
does not arise from the lack of self-sacrificing effort on the 
part of missionary educators. Nor does it arise from a 
failure to sense many of the shortcomings of the present 
situation. Nor is it due to any unwillingness to put into 
operation plans involving changes from the present order. 
The difficulties lie almost entirely in the actual conditions 
in the teaching staff ; and the responsibility for these condi- 
tions lies chiefly not with the men on the field, but with the 
men in official positions in the home church. 

Very few, indeed, are the men or women now giving their 
lives to the supervision of the elementary school work, who 
went to China with the expectation of serving in this capac- 
ity. Probably not more than two hundred of the eleven hun- 
dred educational missionaries were professionally trained. 
Nearly all of these two hundred will be found in the col- 


81 


PREPARATION OF EDUCATIONAL MISSIONARIES 


leges and higher schools. Practically everyone of the 140,- 
000 elementary pupils are under the supervision of those 
whose preparation was for evangelistic work, not for the 
work of an educator. 

This same unavoidable, but highly undesirable, condition 
exists to a slightly less degree in the secondary schools; 
and to an appreciably less degree in the higher schools. 
No one recognizes the problems involved in this condition 
more clearly than does the missionary who has been made 
a victim of it. But until the missionary Societies meet this 
situation fairly and intelligently, the solution of all other 
problems will be delayed. 

The unparalleled opportunities of the present call for the 
best possible equipment and for the most highly trained 
teaching staff. In no other way can we do our part in 
making sure the foundations of the church of Christ in 
the land of Sinim. 


THE SPECIFIC PROBLEMS FACED BY THE 
MISSIONARY EDUCATOR IN INDIA 

Reverend William I. Chamberlain, Ph.D. 

The specific problems of educational work in India lie in 
the unique circumstances of Indian education. Education 
in India is very unlike that of China in the fact that there 
is a single general system of education for the entire coun- 
try, well organized and well directed. It differs, I think, 
from all other systems of education in the East in that it 
is a system established by a western people for an eastern 
people. It is the gift of western Christian civilization to 
existing eastern conditions. Another unique circumstance 
is the fact that it is a very well-established, aided system 
of education. The government supports outright certain 
universities and certain standardized colleges and schools, 


82 


SPECIFIC PROBLEMS IN INDIA 


but it likewise offers subventions or grants to missionaries 
to aid in the support of many other schools of varying types. 
The system is further unique in that English is not only 
a subject but a medium of instruction. In these three re- 
spects I think it presents unusual conditions. 

Possibly the problems grow out of the background of 
India’s history. In ancient India scholarship was held in 
very high regard. It was the aim and ideal of all life along 
with religion. But, as in the case of China, this scholarship 
had little significance beyond the maintenance of certain 
strict ideals of worship. Buddhism was a certain type of 
Protestantism, insisting that religion should be extended to 
all castes rather than merely to the privileged classes. Bud- 
dhism also included education for girls, which was not a 
Hindu ideal. Mohammedan influences may be noted in the 
early period of our Christian era, but the great educational 
development of India lies within the period of British occu- 
pation. In 1813, Parliament set aside Rs. 100,000 ($33,000) 
for establishing schools and for the development of an edu- 
cational system among two hundred millions of people. 
The directors of the East India Company did not know how 
to spend the money; at any rate, they were in no hurry to 
do it. Years later, those two great men, Sir Thomas Moore 
and Lord Elphinstone, began a series of investigations which 
were followed by the establishment of a sort of educational 
system. Under Lord Bentinck there came about the estab- 
lishment of a general system. In 1830 Alexander Duff, 
that striking missionary personality, went out to India, and 
established a high-grade English school. He inaugurated 
a very interesting debate regarding education which was 
brought to a conclusion soon after Lord Macaulay arrived 
in India. For two years the question was discussed, whether 
education should be communicated through Sanskrit or Eng- 
lish. For two years Lord Macaulay declined to vote, and 
finally, in 1835, he voted in favor of English. 


83 


PREPARATION OF EDUCATIONAL MISSIONARIES 


In 1854 was promulgated the remarkable charter of In- 
dian education, drawn by Sir Evelyn Wood. It led, in 1857, 
immediately after the Indian Mutiny, to the establishment of 
five strong universities. By the diffusion of learning they 
were expected to exorcise the spirit of unrest and of rebel- 
lion. A fundamental principle was that the government was 
to be neutral in all religious matters, divorcing education 
and religion. In 1882 an educational commission, upon 
which such capable missionaries as Dr. William Miller of 
Madras served, was appointed with large responsibilities. 
Dr. Miller was one who did much to confirm the existing 
system of aided education. In 1904, under Lord Curzon, 
there was a reform of the universities and a greater con- 
centration of the government upon primary education, with 
the result that little children were more adequately provided 
for. They had previously been left in large measure to mis- 
sionary initiative. 

To my mind the problems that emerge today are four in 
number: The first one is the relation of education to reli- 
gion. When the Queen solemnly pledged herself and her 
government in 1859 to religious neutrality, this measure cut 
both ways. A few years ago a very striking editorial ap- 
peared in the London Spectator, the editor at that time hav- 
ing been an Anglo-Indian, which reviewed the educational 
situation in India. The editor wrote in severe criticism 
of the system. He said it was one of the three “rotten 
cultures” of the world. These three cultures, in his view, 
were the old Roman culture at the time of the decadence 
of the Roman Empire, the present-day culture of the Chi- 
nese official class, and the culture of the Bengali Babu. He 
claimed that education was for the formation of character, 
which is absolutely essential, since conduct arises primarily 
from what we believe. He declared the failure of the Brit- 
ish system of education in India to have been its inability 
to develop in Hindus the Anglo-Saxon sense of duty, to 


84 


SPECIFIC PROBLEMS IN INDIA 


give to the people of India that high moral sense which had 
arisen out of the centuries of struggle in Europe, and to 
give them a practical morality. He declared that what the 
system developed was philosophy but not food. Principal 
Fairbairn made a similar distinction when he said that the 
result of education in India was to produce metaphysicians, 
but not philosophers. Its results were insufficiently concrete 
and practical. 

The general desire among missionaries to give more re- 
ligious instruction has been made possible by these aided 
schools. There has never been a conscience clause in the 
educational system in India. It is possible that such a 
clause will be included some day at the demand of the Mo- 
hammedans or the Hindus, on the ground that the funds 
used are public funds. I had an interesting experience in 
India a few months ago. The theosophists are causing more 
or less trouble there. I was visited by some government 
officials of high standing who asked me what the mission 
Boards in America would do, if the government refused to 
give grants to primary or secondary schools where religion 
is taught, and where the teacher or the principal expects each 
pupil to attend classes in religious instruction and to pass 
given examinations in the Bible. We spent an afternoon 
in earnest discussion. I inquired what the reason was for 
considering that question after fifty years of aided educa- 
tion on the freer plan. His reason was a practical one. 
Under the guise of theosophy sedition was being taught in 
India. They did not quite know how to deal with the mat- 
ter, and were considering some such plan as the one pro- 
posed rather than to endure such influences under the guise 
of religion in these trying times in India. 

The preparation that we most need in North America is 
to gain that sympathetic understanding of the religious con- 
ditions of India whereby we can teach Christianity in a way 
that will not arouse antagonism but will produce results. 

85 


PREPARATION OF EDUCATIONAL MISSIONARIES 


We do not need to sweep the darkness out of a room; we 
only need to bring in the light. I well remember in India 
those first rich hours of instruction every morning when I 
had twenty-five and sometimes fifty Brahman lads with me 
studying specific subjects in the Old Testament and the New 
and committing many chapters to memory. 

Three more problems stand out in my mind as character- 
istic of India’s educational need today. The first is the 
problem of aided education. Dr. Miller, one of the great 
Scotch leaders in India, stood, as I have already stated, 
consistently for the principle that the government should 
help missionaries to carry on their important educational 
enterprise. In no other way can we expect to carry on first 
rank institutions. 

Another problem is that of the mastery by the missionary 
teachers of the vernacular. I think it is a temptation on 
the part of educational missionaries in India, because Eng- 
lish is the medium as well as the subject of instruction, to 
neglect the mastery of the language of their district. It 
seems to me that educational missionaries, no less than evan- 
gelistic missionaries, should have their first year for lan- 
guage study. In no other way can they get into the life 
of the people. A similar problem confronts our Boards in 
China, with respect to medical missionaries. It is more and 
more important that those who assume the instruction of 
religious subjects in India should master the vernacular of 
their district. Fortunately for me, I went into evangelistic 
work first, so that I knew something of the language of 
the people, and later, when I went into a college to teach, 
I did so with the ability to refer frequently to the literature 
known and prized by my students in a way that led them 
to have a larger respect for me. I wonder if it is not the 
duty of the Boards to provide an opportunity to their edu- 
cational missionaries for learning the language and to in- 
sist upon its use. 


86 


SPECIFIC PROBLEMS IN LATIN AMERICA 


A third problem is that of female education. Education 
for the sake of women in India has been very meagerly 
provided. The government system provides for it, but has 
not pressed it in any degree. Missionary bodies have been 
the pioneers in India in this matter, winning popular favor 
thereby. The new measures, so well on their way, such 
as the establishment of the Christian College for Women 
in Madras and the plans for a medical college for women 
in Southern India, deserve a support even heartier than 
they have received. 

These are the specific problems of missionary educational 
work in India. They invite on our part a reinforced, en- 
thusiastic support. 


PROBLEMS OF AN EDUCATIONAL MISSIONARY 
IN LATIN AMERICA 

Reverend Samuel Guy Inman 

The educational missionary in Latin America needs two 
fundamental beliefs so fixed in his life that they will be 
ever present with him in helpful suggestion in the solution 
of every problem that is presented. First, a belief in the 
personal Christ as the only Savior of men as over against 
salvation by mere learning, hygiene, culture, or a system 
of theology. Second, a belief in education as the slow proc- 
ess of leading out and developing, over against impatient 
methods of forcing premature growth by artificial means 
or of plucking fruit before it is ripe. 

While the peoples of Latin America have largely the same 
historic origin and the same character, yet the educational 
missionary will find his problems differing considerably ac- 
cording to his location in these several republics. In the 
more advanced countries like Argentina, Chile, Uruguay 
and Mexico, there will be found a fairly well organized 

87 


PREPARATION OF EDUCATIONAL MISSIONARIES 


public school system in the cities and large towns. In such 
places the work of the missionary will be largely that of 
training Christian workers and of showing by sample 
schools the superiority of instruction which emphasizes 
moral ideals over that which attends only to the intellectual. 

In backward countries like Colombia, Venezuela, Para- 
guay and Nicaragua, the missionary will encounter the fun- 
damental problem of educating an entire nation, eighty per- 
cent. illiterate, with only the crude beginnings of a public 
school system. A number of times missionaries have been 
called upon to lead in government education in such coun- 
tries, and have done monumental work. Unfortunately in 
some instances where equipment of such workers was lack- 
ing, both the cause of education and of evangelical Chris- 
tianity have suffered. 

Another division of problems will be found among those 
who are training the lower classes and those who are work- 
ing with the higher classes. Caste is so strong in Latin 
America that it seems inevitable for the present that a school 
shall give itself to either one of these classes to the exclu- 
sion of the other. I know of one school where the sons 
of government officials, of merchants and of professional 
men are received at tuition rates equal to those of the more 
expensive of our North American preparatory schools. For 
a while provision was made for scholarships for the sons 
of some of the members of the church supported by the 
same mission. It was found, however, that the lower class 
boys from the church, with their lack of culture, instead 
of inspiring the other boys to become evangelicals, actually 
prejudiced them against the church. Accepting the practi- 
cal necessity of working with one or the other class of stu- 
dents, it will be found that it is comparatively easy to get 
the uneducated classes to accept the evangelical faith, but 
difficult to keep from pauperizing them and from educating 
them away from their own people, the problem being to de- 

88 


SPECIFIC PROBLEMS IN LATIN AMERICA 


velop them away from dependence on others, and to instil 
independence of judgment, thrift and character. 

On the other hand, among the higher class, the difficulty 
lies in reaching the pupils with a spiritual message, in cul- 
tivating sympathy, charity and tolerance for those outside 
their own class and in developing the social spirit. Yet, 
if there is one result above all others made clear by the 
exhaustive investigations made by the Commissions report- 
ing to the Panama Congress, it is that, while work with the 
higher classes is more expensive, requires more careful 
preparation, and yields slower results, it is of utmost im- 
portance and must be deliberately undertaken in a large 
way. Mission Boards will more and more be looking for 
men who are prepared in training, in culture and in tem- 
perament to work in this important, neglected field. 

There is no question that if the necessity of these two dis- 
tinct types of schools were frankly recognized, one created 
entirely for the sake of the Church, and the other for the 
purpose of overcoming the prejudice of the upper classes, 
there would be eliminated a great deal of the disappointment 
and criticism arising from the attempt to combine the two. 
If it is deliberately decided that it is worth while to estab- 
lish here and there a school that is expected mainly to lift 
the moral tone of the whole community, instil higher edu- 
cational ideals, and create a sympathetic atmosphere for 
evangelical Christianity, making it more easy for its mem- 
bers to live up to their profession, then the problem for such 
a school, though not made easy, is greatly simplified. 

If the one in charge of such a work is to cope at all with 
the problems involved, he must hold the modern viewpoint. 
The educated classes, who have become disgusted with the 
old Church because of its appeal to authority, its refusal of 
the right of investigation, its opposition to the commonly 
accepted teachings of modern science, cannot be won to any 
program that shuts them ofif from the application of the 

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PREPARATION OF EDUCATIONAL MISSIONARIES 


scientific method to all questions, or which refuses an ample 
liberty of investigation. 

Turning to some of the great common problems met in 
the conducting of all classes of schools in Latin America, 
the first one is the determination of the fundamental aim 
of the mission school. 

Educational missionary work in Latin America presents 
a different problem from that in non-Christian countries, 
because there is already present one form of Christianity. 
What is to be the missionary’s attitude toward the existing 
Church? On the answer to this question will depend to a 
large degree the way he will meet many other problems. 

The majority of the correspondents reporting to the Com- 
mission on Education of the Panama Congress concurred 
in the statement that the primary aim of mission schools 
should be the conversion of the students, but they differed 
as to what is meant by this. One defined it as a “surrender 
of one’s life to Christ, a rendering up of the citadel of the 
will to his control and a turning away from selfish purposes 
and aims to a life dedicated to his service. The final aim 
of all missionary education is the conversion of the student. 
All other things, the teaching, the discipline, the acquire- 
ment of buildings and equipment, the securing of faculties 
— are but means to this end.” 

Another view is expressed in the following extracts: 

“It seems to me that mere conversion is not enough. The ultimate 
end of all our work should be the development of strong Christian 
character and the establishment of the best forms of self-sustaining 
Christian institutions. 

“I am still sufficiently Protestant to wish that every young man and 
every young woman in Latin America might be brought into vital 
active contact with some branch of the evangelical church. But I 
cannot believe that we can, under the present conditions that prevail 
in Latin America, make such membership a sine qua non of conversion.” 

The Commission itself evidently considered this one of 


90 


SPECIFIC PROBLEMS IN LATIN AMERICA 


the greatest problems, and closed its whole .report with the 
following judgment, reached after most careful study: 

“That education under evangelical auspices must in the end neces- 
sarily exert an important modifying influence upon the type of religion 
prevailing in Latin-American countries, there can be no doubt, nor 
can it be questioned, that the result is one of those which is to be 
sought by the educational work of Protestants in those countries. Yet 
it is well to exercise much patience in reference to such a result. 
Change of ecclesiastical relation is of far less importance than change 
of character and point of view ; and the primary effort of the Christian 
teacher should be really to educate his pupil, giving to him the truest 
possible intellectual point of view, and imparting to him the principles 
and the spirit of the religion of Jesus, and leaving it to his own con- 
science and the development of divine Providence to determine the 
question of ecclesiastical relations.” 

There is probably no better way to present the whole 
series of problems that will be met by the missionary edu- 
cator in determining the object he will pursue than to refer 
to the aim of missionary education defined by the Panama 
Congress Commission on Education, which was worked out, 
as I can personally testify, after long and painstaking in- 
quiry, consultation and consideration by a number of our 
best Christian educators, and which some authorities think 
is the best expression of the aim of missionary education 
ever given. It is as follows: 

“The purpose of the entire missionary enterprise is to ‘make disciples 
of all nations’ — to convert every nation into a truly Christian people, 
nourished by all the fellowships and institutions of self-propagating 
Christian civilization, and living in mutually helpful relations with 
every other people. To this end schools are an indispensable means. 

“Consistently with the general purpose of all missionary work, the 
ends which all mission schools are adapted to achieve and which they 
may legitimately seek to attain are four : 

“1. The bringing of children and youth under influences by which 
they may be led to adopt the Christian principles of conduct and to 
become disciples of the Lord Jesus. 

“2. The upbuilding of the Christian community, through the increase 


91 


PREPARATION OF EDUCATIONAL MISSIONARIES 


of its intelligence and effectiveness, and the development of Christian 
leaders of spiritual power. 

“3. The permeation of the community at large with the highest Chris- 
tian ideas and ideals, making for the application of these ideals to all 
phases of human life, and the creation of an atmosphere favorable to 
intelligent and sincere Christian discipleship. 

“4. The provision of an opportunity for the natural and spontaneous 
expression of the spirit of Christianity in its care for all human welfare.” 

The fact that the educational enterprise is only a part 
of the missionary program brings before the missionary 
teacher a whole series of problems related to cooperation. 
Those engaged in educational work in Latin America should 
continually give themselves to the solution of the great 
problems involved in cooperation. First, there is the ques- 
tion of cooperation with the other schools and other depart- 
ments of service in one’s own mission. This is no less 
important because so obvious, no less difficult because so 
readily admitted. 

From this we move into the realm of cooperation with 
other missionary Societies. The vote was so unanimous by 
both missionaries and administrators at the Panama Con- 
gress as to the necessity of cooperation on the part of the 
various communions in educational institutions in these 
fields, that one who is not prepared to give himself to the 
constructive solution of problems involved in such a pro- 
gram might seriously question the advisability of his work- 
ing in Latin America. A mere recital of these movements 
now being promoted by the Committee on Cooperation in 
Latin America will show the problems that the educational 
missionary should by careful study be ready to help solve. 
Some of these activities are: The employment of an Edu- 
cational Secretary for South America, who, under this Com- 
mittee’s direction, will serve all the evangelical schools as 
they may care to call upon him ; the organization of a Union 
Theological Seminary in Mexico, for which three men have 
just been allocated by their Boards to begin immediately; 

92 


SPECIFIC PROBLEMS IN LATIN AMERICA 


the strengthening of the Union Seminary in Santiago, Chile; 
the organization of a graduate Union Seminary in Monte- 
video which shall serve for all South America; the organi- 
zation of a union normal school in Cuba; the federation of 
the secondary mission schools in Brazil to form a Christian 
university. A moment’s thought suggests the many prob- 
lems involved through the years in carrying out such a pro- 
gram, and the great need that the missionary educationalist 
should be prepared to do his part in solving them. 

The problems of cooperation with the native church have 
scarcely yet been raised outside of Brazil, because that 
church has not yet developed to where it has assumed much 
responsibility for the education even of its own children. 
But this may be for the very reason that the missionaries 
have not been able to meet the problems arising from such 
cooperation, and so have not encouraged their presentation; 
at all events, the missionary should see to it that this should 
become an ever increasing and practical problem. 

Closely related to the problems of cooperation with other 
evangelical forces is that of cooperation with the system of 
government education. There should be a deep apprecia- 
tion of the fact that one’s educational purposes cannot be 
accomplished independently of the government’s educational 
program. It would be foolish for missionary Societies to 
endeavor to create a complete system of schools sufficient 
for a whole nation, including the schooling of the large 
percent, of illiterates, and furnishing at the same time the 
exacting professional training required. 

The ultimate success of the educational missionary will 
largely depend upon his solution of the problems involved 
in a program that assumes that mission schools are only a 
part of a movement toward that one far-off divine educa- 
tional event toward which the whole nation moves. It will 
mean that mission schools shall be organized along the same 
broad lines as are the state schools, always equaling them, 


93 


PREPARATION OF EDUCATIONAL MISSIONARIES 


and, when those of the state are not the best, surpassing 
them. This will demand a solution of the problem whether 
it is not best for the mission to conduct a few good schools 
with highest educational standards, models in their empha- 
sis on character building, rather than to maintain a multi- 
tude of inferior schools. 

Normal schools conducted by the missions, not only for 
preparing their own teachers, but for training teachers for 
the public schools, have proven to be a splendid way to aid 
government education in Mexico. Because of their high 
standards of scholarship and because the students have a 
recognized spirit of faithfulness to duty, graduates of these 
normal schools are often preferred by government officials 
to teachers from state institutions. The working out of 
this question would seem a practical problem for mission- 
ary education in nearly all the Latin-American countries. 
Then there is the cooperation of the personal kind between 
teachers of evangelical and government schools, which may 
give large results. On opening a course of pedagogy for 
our Sunday-school teachers in Mexico, our mission invited 
also a few public school teachers. They attended in such 
large numbers that the course was finally given principally 
for them. A series of lectures followed in our auditorium 
on education in different countries, which resulted in the 
Director’s appointment as school trustee. This gave op- 
portunity to have placed in the curriculum some important 
courses on morals. Later meetings were organized in the 
civic theater, which demonstrated to the people the splendid 
work the public schools were doing and changed the public 
attitude toward them from one of indifference to one of 
hearty support and appreciation. Incidentally, it changed 
the attitude of the people toward the work of the mission. 
In place of thinking of the work as foreign, they began to 
consider it as a part of their own civic life. 

Other problems will be involved when a foreigner in a 


94 


SPECIFIC PROBLEMS IN LATIN AMERICA 


sensitive Latin community goes as far as this, even though 
he is invited to do so, and it will remain for the individual 
to decide whether he will undertake them or not. At all 
events there is a very great need and opportunity for the 
mission schools and teachers to extend their influence outside 
the walls of their own institution into the community life. 
Whether this shall be done by bringing the community to 
the school or by taking a school into the community along 
lines similar to extension courses, will be for the mission- 
ary, after investigating his own community, to determine. 
In facing all his problems of cooperation with the Roman 
Church and the government, he will keep in mind the tem- 
porary character of the work of the foreigner and con- 
stantly plan to have national agencies assume a larger share 
of the burden. 

There remains little time to point out the problems in- 
volved in the kindred questions of curricula, discipline, and 
administration. The Anglo-Saxon approaching these prob- 
lems in Latin America will first of all find his difficulty to 
lie in recognizing the differences of thought and character 
in the two peoples. Assuming that the missionary has had 
a broad cultural training that keeps him from requiring that 
others be cast in exactly the same mold as himself, he 
launches out on the process of “de-Anglicizing” himself. 
This will become much easier if he has spent some time in 
France or other Latin European countries. He will see that 
the state educational system far more resembles the French 
than the North American, both in its curriculum and in its 
fundamental principles. There is no college, in the North 
American sense, in Latin America. From the sixth grade 
the pupil goes into the liceo or colegio civil, which is some- 
thing like our low grade academy. Most of our college 
work would be taken in the first years of the professional 
schools, which, instead of having three to five years, gen- 
erally call for seven years of study. An immediate problem 


95 


PREPARATION OF EDUCATIONAL MISSIONARIES 


will be suggested here, as to how to better bridge the gap 
between the liceo and the professional school. This question 
is now giving much concern to state educators. 

Again the missionary will be confronted with the problem 
of choosing between two radically different theories of edu- 
cation or of making a happy combination of the two. He 
may have been accustomed to a system which was devised 
to develop the freedom of the individual student, who is 
allowed to select his own courses, and choose his own way 
of mastering the material, the theory being that liberty is 
so precious that it is worth while to risk all failure, to avoid 
all precedent and restraint, in order that each personality 
may develop along its own lines. But in countries where the 
Jesuits directed education for centuries and have stamped 
their theories so thoroughly on the thinking of the people 
as is the case in Latin America, the theory of discipline and 
not liberty will be found to prevail. This puts emphasis on 
memory and tradition. It means a centralized system of 
schools rigidly conforming to narrow, authorized curricula 
for the masses, and to specialized courses of training for 
the privileged classes. This results in a superiority in cul- 
ture and power of argument, but a lamentable lack of initia- 
tive and self-reliance. 

These differences of educational theory account largely 
for other differences which the educational missionary must 
take into account in all his work. The Anglo-Saxon wor- 
ships the “naked truth.” For the Latin, truth must be 
dressed and made beautiful. Simpatico, which cannot be 
translated into English, is the greatest character-describing 
word in Spanish. You are simpatico if you are charming 
in manner, appreciative of others, graceful and cultured. 
You are not simpatico if you choose to blurt out the naked 
truth rather than hide it behind graceful phrases, even 
though you are responding to a categorical question. I 
sometimes think the greatest problem the missionary to 


96 


SPECIFIC PROBLEMS IN LATIN AMERICA 


Latin America has is to produce a character which will 
combine the truth-loving Saxon and the beauty-loving Latin, 
in other words, who will be like his Master, “full of grace 
and truth.” 

The Latin American is more inclined to poetry than to 
prose, to philosophy than to organization. I have seen boys 
of from twelve to fourteen years in our reading room in 
Mexico throw down the modern detective story for Victor 
Hugo’s “Les Miserables.” The most popular books in our 
library were not novels, but Emerson’s Essays and Tolstoi’s 
“War Between Russia and Japan.” While I was still strug- 
gling with Spanish, a committee called on me to make an 
address at the opening of a public night school, and in- 
formed me in all seriousness that I might make it either 
in prose or poetry. Before the founding of our first Eng- 
lish colony at Jamestown, there was a literary contest in 
Mexico in which three hundred poets took part. The usual 
question which a young man, who came to join our People’s 
Institute, would ask was not to see our gymnasium or the 
other equipment, but to see our estatutos, that is, the consti- 
tution and by-laws of our organization. 

What kind of a curriculum is needed to make the most 
of these characteristics, and at the same time to develop 
independence of judgment, sterling honesty and reverence 
for truth, taking away the idea that education is to fit men 
only for professional and governmental careers, and inspir- 
ing men to take part in solving the economic and social 
problems of their land? The tremendous industrial changes 
which are taking place in all parts of the world have a most 
ominous sound in Latin America, as the revolution in Mex- 
ico, a protest against the old industrial and moral slavery, 
abundantly witnesses. It is difficult to conceive of the mis- 
sionary educationalist not taking full cognizance of the 
pressing problems everywhere suggested by this economic 
revolution, which, if not in all the republics so outwardly 

97 


PREPARATION OF EDUCATIONAL MISSIONARIES 


expressed as in Mexico, is nevertheless just as surely 
present. 

For the evangelical church itself there is no class of 
educational problems so pressing as those connected with 
the training of its ministry. Provisions made so far for 
this important work have been more like the “school of the 
prophets,” following from place to place some modern Elijah 
as he goes about attending to his various missionary duties, 
than a real school with at least an approach to an adequate 
faculty who will dignify the work in the eyes of the church 
and the public, and challenge the choicest young people to 
give themselves to Christian leadership. If Latin America 
is ever to occupy the proper place in world life, she must 
have adequately trained religious leaders. How to dignify 
ministerial training so that it will be recognized by the pub- 
lic as on the same plane with training for the professions 
of the law, medicine, and diplomacy, is a problem that must 
be earnestly faced. Those taking part in the organization 
of the proposed faculty of theology at Montevideo will have 
opportunity to break new ground here. 

The problem of dignifying religious instruction is faced, 
however, not only by those in theological seminaries, but 
by every missionary educationalist in the religious instruc- 
tion given in each mission school. Opinion among Latin- 
American missionaries varies as to the advisability of mak- 
ing such religious instruction compulsory, but all agree that 
the best solution would be to make it so attractive that stu- 
dents would regard it as the most important course in the 
curriculum. 

But if we should allow ourselves to turn from the more 
general to these specific educational problems in Latin Amer- 
ica, a mere cataloging of them would be ominous. A few 
that are particularly pressing are: coeducation, the balanc- 
ing of foreign and native teachers, the acceptance of gov- 
ernment subsidies, the advisability of substituting English 


98 


SPECIFIC PROBLEMS IN THE NEAR EAST 


for Spanish or Portuguese in certain situations; the activi- 
ties of teachers in other branches of missionary work, the 
attention to be given to American and other foreign colo- 
nies ; the use of long and short term teachers ; and the many 
vexing questions connected with the securing of finances 
for carrying out an adequate educational program. 

It is encouraging to know that Latin America as a mis- 
sion field is finally receiving its share of attention, and our 
earnest hope is that the great educational problems awaiting 
solution in these young nations to the south will challenge 
the choicest life of our own land to give itself to this service. 


THE EDUCATIONAL MISSIONARY IN THE 
NEAR EAST 

Reverend President George E. White, D.D. 

It is the aim of Christian education, as it is the aim of 
Christianity and of every Christian, to establish the king- 
dom of God on earth, the sovereignty of God in the indi- 
vidual life and then in the institutions of society. It takes 
account of the whole man and of all men. It has to do with 
the material as well as with the spiritual interests of men. 
Christian education endeavors so to set forth the possibili- 
ties of life upon this earth, and to prepare men to realize 
those possibilities, that they may live as becomes sons of 
God. It aims to educe and develop to the fullest all the 
powers of man, or at least to give a man’s chance to every 
man. 

In 1919 it will be one hundred years since American mis- 
sions began in the Levant. The first twenty-five years, until 
1844, were a period of pioneering. The next twenty-five 
years, from about 1844 to 1869, were spent in founding and 
establishing churches. The third quarter, from 1869 to 
1894, was the period wherein education was established. 


99 


PREPARATION OF EDUCATIONAL MISSIONARIES 


The remaining twenty-five years, not yet quite completed, 
has been a period characterized by great political and social 
changes throughout the Near East, in which American lead- 
ership has had no unimportant part. Within my brief 
twenty-six years of service, I have seen a change in the 
political status of at least ten provinces of the Ottoman 
Empire, having a population of not less than twelve mill- 
ion, as well as of the dependencies in Africa, with not less 
than twelve million more. Each change has been in the di- 
rection of emancipating the people from the Turkish yoke. 
Such facts as these account for some of the specific problems 
of education which obtain in the Levant, and which will be 
in process of solution during the generation that is yet 
ahead. Three years ago twenty-five members constituted 
the faculty of Anatolia College. In the following summer 
eight were drafted as soldiers, as were many of the students. 
Some of these will never come back. Two years ago the 
faculty numbered twenty-two. Since that time seven of 
these men have been slain. Last year our senior class of 
three entered in September. Before the end of the year all 
were summoned as soldiers. Such drafts upon the force of 
trained educators and of young men of promise lay a heavy 
burden upon all institutions. I have seen in Turkey two 
revolutions, one sovereign removed from the throne, a con- 
stitutional government proclaimed, a parliament established, 
and three wars fought to a finish. Now the empire is in the 
grip of the fourth war. Amid these perplexing political, 
social, and religious conditions, our missionary educators 
are dealing with their problems as best they may. There 
never was a single happier experience in my missionary 
career than being invited to address Ottoman political clubs 
on the subject of constitutional government. Robert Col- 
lege has furnished statesmen for Bulgaria, and business men 
for Constantinople and the Levant. Aintab College fur- 
nishes men and women to be evangelical ministers, teachers 

100 


SPECIFIC PROBLEMS IN THE NEAR EAST 


and leaders in Cilicia. Constantinople College, more per- 
haps than any other one institution or agency, is piloting 
the women of Turkey along the perilous path they are fol- 
lowing in these days of rapid social changes. The Syrian 
Protestant College is remaking Syria and creating the sci- 
ence of medicine for the Levant. Anatolia College has sent 
two members of its faculty to Parliament. It looks forward 
with interest to the time when a trained lawyer from the 
United States may take his place in the faculty to give in- 
struction to college young men in the principles of justice 
and equity. Where agriculture is as primitive as in the 
days of Ruth and Boaz, the Industrial and Agricultural 
Institute of Salonika is giving scientific agricultural instruc- 
tion to its students. The business men of Asia Minor are 
sending their sons and their daughters to study in the 
International College at Smyrna, a great commercial center 
of the Levant. 

One principal source of educational perplexity in Turkey 
is due to the fact that conditions there are so heterogeneous 
and unsystematic. Moslems and Christians do not amalga- 
mate in the institutions which educate both peoples. Not 
long ago one hundred and twenty new students entered Ana- 
tolia College one September. One hundred and thirteen 
were irregular. They had studied in Turkish, Armenian, 
Greek, Russian, French and Protestant schools. Some of 
these schools were located in important cities and others in 
obscure villages, many being exceedingly inefficient in the 
preparation they offered. Amid such lack of system, Amer- 
ican-managed institutions play an important part, and have 
a strong hold upon the people. The government is Moham- 
medan and therefore educates on a Mohammedan basis. A 
few years ago the only type of education offered was that 
which began and continued with instruction in the Koran. 
No person who had an ordinary education in a Turkish 
school could read a newspaper. Now such schools are be- 


101 


PREPARATION OF EDUCATIONAL MISSIONARIES 


ginning to train students in reading newspapers ; it is a very 
marked and significant change. It was once thought that 
Mohammedan students could not be educated in our Amer- 
ican institutions because they would not accept discipline 
by Christians ; but now we know they will obey because they 
have done so. They have been coming to us in large num- 
bers, and will come in larger numbers still, just as soon as 
there is a removal of the pressure now exercised by the 
government. Just a year ago the governor of Marsovan 
informed me that unless our Mohammedan students were 
not only excused, but excluded from religious exercises and 
Bible lessons, the college would be closed. It was a fair 
question whether we could continue under such a handicap. 
We determined, however, to do so. I told the governor 
that we would excuse students from attending these exer- 
cises. He said, “You must exclude them, but it will not be 
necessary for you to do so openly. I know no Moslem will 
ever attend Christian exercises of religion or worship, unless 
compelled to do so.” I knew our boys better than the gov- 
ernor did. It was only under the constraint of the governor 
that they absented themselves with our permission from the 
religious exercises. They would have preferred to come, 
and in the future they will come. 

Some problems have been clearly solved during these past 
decades. The advances in education and in religion have 
been very marked in Turkey. New schools have been 
founded. Older schools have been given a far greater free- 
dom than ever they possessed before. In this connection it 
should not be forgotten that American schools stand high 
in their general reputation, and exert a strong influence in 
shaping the educational system and ideals just now in proc- 
ess of formation in that part of the world. I may affirm 
without fear of contradiction that a great majority of the 
Turks like, respect and praise Americans, and that the 
present hostility which is manifested in some quarters is 

102 


SPECIFIC PROBLEMS IN THE NEAR EAST 


confined to those quarters and does not represent the people 
as a whole. 

In our educational practice we have learned that seminary 
graduates who are to give their lives to teaching in their 
own land should go to America for postgraduate study for 
a period of about two years. This gives them a cultural 
and technical strength of very great value. We have learned 
to get together prayerfully in the solution of perplexing 
problems which develop varied opinions. We have learned 
that a war at the front may readily eliminate the difficulties 
of college discipline at the home base. We have learned 
that no time is more fitting for the revelation of the re- 
demption of our God through Christ than is a time of war, 
and for the developing and training of men as individuals 
for service among their fellowmen. 

Affairs of every description in Turkey are at a stand-still 
now. Our college is closed, its buildings being occupied for 
the purpose of a hospital by the Turkish administration. 
But, in the providence of God, the day of reconstruction is 
sure to come, when a call will come to the young men and 
young women in North America who should now be getting 
ready to share in solving these problems of the Levant. 
They should have a personal Christian experience, since 
their work will have its supreme reward in the development 
of character; they should be men and women with enthusi- 
asm for their work; they should be specialists, trained for 
a definite type of work, able to teach mathematics and 
science, business administration and agriculture, and the 
other subjects in the curriculum. 

It is certainly a series of problems with which American 
educators in Turkey must deal at present and for a decade 
to come, but there is encouragement in the conviction that 
settled public conditions ere long will afford a stable founda- 
tion on which to go forward. The aim must be to work so 
effectively toward a national system that ultimately foreign 

103 


PREPARATION OF EDUCATIONAL MISSIONARIES 


assistance will not be nee'ded. The example of American 
institutions and the men trained in them should be enough 
in time to enable the people to organize, equip, administer, 
and support their educational system themselves. Three 
problems, then, may be dwelt upon more specifically. 

1. The Common Schools . — The evangelical communities 
in the country have organized their primary schools with- 
out state aid, and have made very creditable beginnings, 
largely under missionary leadership, encouragement, and 
superintendence. The methods vary very much in different 
parts of the country, and with the different languages, 
whether Armenian, Greek, Arabic, or other. More and 
more these schools increase in numbers, advance in stand- 
ards, and receive more efficient community support and 
control. Turkish schools also often adopt features avowedly 
from American or other evangelical schools. The problem 
then is, so far as Americans are concerned, to assist in 
bringing certain primary schools to such a standard of 
efficiency as to constrain their adoption as models, and at 
the same time to train and encourage young men and 
women, natives of the country, to put such system into gen- 
eral effect. A generation ago most of the children in the 
country were growing up illiterate; now most of the chil- 
dren of the Christian communities and many of the Moslems 
are growing up with at least the advantages of the primary 
schools. A great work in cooperation is offered to Ameri- 
cans, when educational currents are rapidly moving and 
conditions taking permanent shape, and where there is a 
tremendous need right now, (that is as soon as war passes), 
for trained specialists in education. 

2. The College . — America owes more perhaps to the 
college than to any other single feature of its educational 
system ; at least it may be said that the college is one of the 
most characteristic features that America has contributed 
to general theories of education. But the American college 

104 


SPECIFIC PROBLEMS IN THE NEAR EAST 


has no exact counterpart east of the Atlantic. The gym- 
nasium, with a course ranking between that of the college 
and the high school, takes its place. The question then 
arises whether the American colleges in Turkey will become 
definite models for the country, or whether a more charac- 
teristically European type will prevail. In any case probably 
the best service of any college is to educate its students, and 
they will adopt or adapt its methods as they find possible 
and necessary for their households, communities, and na- 
tional systems so far as they may be able to determine the 
form and the spirit of these institutions. An American 
revisiting his native land only on infrequent furloughs 
receives a strong impression of the influence of the college 
in this country. Young men and women of eastern lands 
who have studied in the American colleges located there 
will not be slow to support the influence of their alma 
maters, or hesitate to accept them as models so far as may 
be possible. 

3. Professional and Vocational Schools . — Theology was 
the only professional school recognized as coming within the 
purpose of missionary educators of the pioneer class, but 
times and methods have changed. Americans cannot trans- 
plant a whole system of education to foreign shores, and 
therefore it is time to recognize the fact that it is desirable 
for picked men to take their advanced studies in America. 
Thorough courses should be provided on the ground, and the 
beginning made there; then comes advanced work for some 
in this country. There is no field harder, more needy, or 
more rewarding for the right men than in teaching and 
training the students who aim to be ministers of the gospel. 

But the field of missionary education is recognized as 
broadening, and so far as possible normal schools, like the 
Normal College in Sivas, schools for business training, 
where business men must be the real leaders of the people; 
agricultural schools, where the majority of the inhabitants 

105 


PREPARATION OF EDUCATIONAL MISSIONARIES 


are farmers; industrial schools, where trades and crafts 
are in the most rudimentary stage; technical schools, where 
machinery is almost unknown, have their place, at least for 
the elementary instruction which will fit picked men for 
advanced courses in more fortunate countries and will help 
them to lead their own people. 

The soil of Turkey is holy ground. It has been said that 
the present blow struck at the Armenian people is the great- 
est blow ever launched against any people because of their 
Christian name and faith. Half a million, perhaps a mil- 
lion, people have lost their lives. Whether it is the greatest 
ever struck, I do not know, but certainly it is severe enough. 
In China the blood shed by the Boxers became in truth the 
seed of the new church. It will be so for our people in 
Turkey. Our Lord said that if a corn of wheat falls into 
the ground and dies it bears much fruit. We have a right 
to claim this promise. But we also have the obligation to 
meet it as a challenge to cooperate with him in the bringing 
in of his kingdom for the individuals and institutions of 
the Levant by developing the characteristic type of Ameri- 
can Christian education there. 


THE SPECIFIC PROBLEMS FACED BY THE MIS- 
SIONARY EDUCATOR IN JAPAN 

Right Reverend Henry St. George Tucker, D.D. 

It is universally recognized that Christian education has 
been a factor of prime importance in the building up of the 
Japanese Christian church. I need not dwell, however, on 
the value of education further than to say that the Christian 
school has been the agency through which Christian influ- 
ences have been spread to all parts of Japan, to parts that 
never could have been reached by the direct preaching of 
the gospel, and that it has had tremendous value in break- 

106 


SPECIFIC PROBLEMS IN JAPAN 


ing down prejudice and in winning sympathy toward the 
Christian religion on the part of a people who value educa- 
tion as perhaps no others value it. Again, the Christian 
school has been the source from which a great proportion 
of the Christian leaders of Japan have been developed. We 
all should recognize that the purpose of Christian missionary 
work is not so much to bring Christianity by the labors of 
the foreign missionaries to the people of Japan as it is to 
establish in Japan a Japanese national church, a church 
which, when raised to the point of independence, will itself 
become the agency through which the gospel is preached 
to great multitudes of people. When we realize this we will 
see that the great question of missionary work is the ques- 
tion of Japanese leadership itself ; that therefore the school, 
in helping solve this problem, has rendered a tremendous 
contribution toward the carrying out of our missionary 
program. 

Coming, however, to the specific problems faced by the 
missionary educator, let me say that when Christianity 
entered Japan these problems were quite different from 
those which are faced at the present time. Then there was 
no organized system of government education. The mis- 
sionary was free to establish whatever kind of school he 
pleased. In general he simply established the American 
school or the American low-grade college. His problem at 
that time was to overcome the prejudice which the people 
felt against a Christian institution. Meanwhile the govern- 
ment has built up an educational system which is probably 
equal to that of any other country in the world. The mis- 
sionary is increasingly faced by the necessity of making his 
school fit into the government system of education or else 
of giving it up. Those who think deeply on the subject will 
agree that unless mission schools enter into the system of 
education which prevails in a country like Japan they are 
of no real value at all. They can neither get a government 

107 


PREPARATION OF EDUCATIONAL MISSIONARIES 


license, nor, since there is in Japan a system of universal 
conscription by which every young man at the age of twenty 
is called into the army, can the students of a Christian 
school, not exempt from government conscription, continue 
in that school after the age of twenty. No unlicensed 
school can get on in Japan, because a student having once 
entered an unlicensed school cannot transfer to one that is 
licensed. Students are allowed to be in a licensed school 
until they are twenty-eight. They may then serve one year 
as a volunteer. The Japanese system of education is in very 
many respects an admirable system, and yet it is .quite dif- 
ferent from that to which we are accustomed in our own 
country. Were we free to follow our judgment as mis- 
sionaries we would probably choose to establish our own 
type of school. The government, however, determines pretty 
strictly what the curriculum shall be and lays down many 
conditions which prove irksome. The successful and influ- 
ential missionary must conform to these conditions. 

One very important problem connected with the govern- 
ment system of education in Japan is that of religious edu- 
cation. It does not seem worth while to have a Christian 
school, unless we can teach Christianity, but in Japan the 
teaching of Christianity in a licensed school is in general 
prohibited. During the last few years the government has 
modified its attitude on this point considerably, so that now 
mission schools that have practically the same standards as 
government schools are allowed to give religious education. 
The educator who goes to Japan must face the fact, how- 
ever, that even in the Christian school he will not be free 
to give religious instruction in a compulsory manner or to 
teach Christianity to the extent which he might wish. This 
raises the whole question of compulsory versus voluntary 
education. I feel myself that the most valuable Christian 
education which we can impart will be that given without 
compulsion. The young man or young woman who con- 

108 


SPECIFIC PROBLEMS IN JAPAN 


templates teaching in Japan should be trained to meet a 
situation wherein the students cannot be compelled to study 
Christianity and must be persuaded of the value of the 
teaching which is going to come to them. Such a teacher 
will find that his greatest value as a teacher of Christianity 
will not be in the class-room, but through his personal con- 
tact with the students themselves. It is possible in Japan 
to have a tremendous influence even in schools where no 
Christian teaching at all is allowed. Some of you will re- 
member the famous Kumamoto Band, taught by Captain 
Janes. This started in a place where Christian teaching 
was absolutely prohibited, but some students were attracted 
to Christianity through their contact with their teacher. 
Some of them went to Doshisha College and many of them 
became leaders in the Congregational churches in Japan. 
Or, you will recall that instance in North Japan where, 
through a popular Methodist teacher, a number of young 
Japanese men became interested in Christianity. Among 
them was the one who became the first Methodist bishop 
in Japan, Bishop Honda. From one little church went out 
sixty men and women who have become Christian leaders 
in Japan. Again, there was Colonel Clark at Sapporo Agri- 
cultural College, a fine example of influence exercised by 
the teacher in a school in which the direct compulsory teach- 
ing of Christianity was absolutely prohibited. The mission- 
ary educator who hopes to exercise Christian influence 
should go prepared to face the fact that his greatest op- 
portunity may be through the influence which he can exer- 
cise in personal contact with the students and through the 
confidence which they develop in his personality and in the 
value of what he has to give them. 

Another problem that has to be met by the educational 
missionary is the fact that in the Japanese curriculum there 
is really very little place for the foreign teacher at all. The 
great bulk of the students of the mission schools, both boys 

109 


PREPARATION OF EDUCATIONAL MISSIONARIES 


and girls, are doing secondary work. This means boys from 
fourteen to nineteen, twenty and twenty-one years of age. 
The curriculum of these schools is absolutely fixed by the 
Japanese government. It includes a variety of subjects 
quite similar to those in our schools, but the only subject 
in the school assigned to the foreign teacher is the teaching 
of English, and in the teaching of English the only part 
assigned to the foreign teacher is practical English. That 
means, conversational English and writing from dictation. 
No matter whether a school is controlled by the Japanese 
government or by a mission, these are practically the only 
subjects that are taught by the foreign teacher. It does 
not seem at first a very interesting type of teaching for 
men trained in one of our colleges. He must begin by teach- 
ing, “This is a rat,” and goes up as far as the fifth reader. 
Yet such class-room work the average foreign educator will 
be asked to take up, at the rate of one hour a week with 
each class. Simple as is this teaching, it requires clearer 
thinking and greater experience to make something out of 
this one hour than are required by almost any other problem 
the educator has to meet. Sometimes he will be given two 
hours a week. But the predominating influence of the Jap- 
anese teachers who have several hours to his one goes far 
to counteract all good effects. It is a real problem to achieve 
much of value in the brief time that is allowed. 

In the high school in Japan the same problem comes up, 
because even the high school, which corresponds to the first 
three years of our college courses, is handled similarly, the 
subject given to the foreign teacher being English. Here 
again one is faced with the problem of teaching the practical 
side of English to a Japanese student, who has had so much 
of his foreign training from his Japanese teachers. There- 
fore the great thing to be considered with reference to the 
real usefulness to the foreign missionary educator is whether, 
apart from his class-room work, he is able to make his in- 


110 


SPECIFIC PROBLEMS IN JAPAN 


fluence felt in the school. It is interesting to note the dif- 
ference in influence exerted by these young men. In some 
cases you can see immediately that a Christian teacher has 
arrived. His influence will permeate the whole school, fac- 
ulty and pupils. In other schools a teacher’s power seems 
limited to the one hour a week in the class-room. It is this 
power, to influence through personal contact the school in 
which he is teaching, which really constitutes the most im- 
portant work of the foreign teacher. 

Even in mission schools, moreover, the place of authority 
is now almost altogether occupied by the Japanese them- 
selves. Any one going to Japan needs to realize that from 
now on the place of the missionary is not one of official 
direction or leadership, but it is that of the counsellor or 
adviser, who works side by side with the Japanese, the latter 
holding the position of official authority. In many mission 
schools we have a foreign president and a Japanese prin- 
cipal. When dealing with foreigners, the foreign president 
occupies the important position. The Japanese recognize 
only the Japanese principal as having authority in the school. 
Whoever works in Japan must be prepared to recognize this 
condition. He must be prepared, when facing the Japanese 
themselves, to occupy a subordinate position. He must 
come also prepared to get his ideas into the minds of his 
Japanese colleagues, a task that is difficult. The Japanese 
do not do things directly — their system is very indirect. 
If a foreigner goes to Japan and tries to give orders, to 
make suggestions, he will find in many cases they are re- 
sented, and perhaps rightly so. The secret of interesting 
and controlling the Japanese and of getting your own ideas 
carried out in Japan is to learn how to convey them to the 
person with whom you are working without letting him 
know they are being conveyed. This requires tact and 
patience. Sometimes it takes two weeks to get a thing done 
that one could order done in five minutes. But the Japanese 


111 


PREPARATION OF EDUCATIONAL MISSIONARIES 


will finally accede in most matters, if they think that they 
had a proper share, both in origination and execution. 

Japan is now passing from one period of development 
into another. When Japan was opened up by Western in- 
fluence she began to take over wholesale Western methods 
just as we did them, applying them without any change 
whatever. For example, take the Japanese electric tram- 
way. At first they bought an electric railway on exactly 
the same dimensions as those in our own country. The 
seats were the same height and width. But the Japanese 
are a short people and seats which were all right for the 
Westerner were not comfortable for the Japanese. This 
continued for some time. But during the past few years 
the seats of the tramway have been lowered and made nar- 
rower. They now are not so comfortable for Europeans, 
but they suit the Japanese exactly. 

Now, the old Oriental ideas are beginning to reassert 
themselves. The Japanese are beginning to try to adjust 
things taken from the West in order to fit them to their real 
needs. They are beginning to realize that there was much 
value in that which they were at first disposed to discard. 
This was true of Japanese art; it is true of Japanese phi- 
losophy; and is true in religion. When we first went to 
Japan the Japanese took Christianity as we taught it to 
them. They were willing to repeat our creeds and to have 
the same kind of services we have. They were willing to 
interpret the Bible as we did. Now, during the last few 
years, the old Oriental religious and philosophical ideas are 
beginning once more to reassert themselves. In the Chris- 
tian educational institutions the men who can deal with these 
problems must be trained men. The missionary cannot do 
it himself. But, unless under the direction of the missionary 
in collaboration with the Japanese leaders, we can train up 
a generation of young Japanese who in their own minds 
have learned to adjust the principles of Christianity to the 


112 


SPECIFIC PROBLEMS IN JAPAN 


important principles of their own old religion and philoso- 
phy, unless this process is completed in their mind, and 
unless in our Christian educational institutions competent 
men can stand forth in the years to come as interpreters 
who will orientalize Christianity in Japan, then I feel the 
future prospect for Christianity is uncertain. If Christian- 
ity remains exactly as it is and fails to appeal to the Jap- 
anese, then the influence of the old Oriental ideas will stamp 
out a great deal of what is valuable in Christianity and we 
will have a Christianity stripped of the elements which make 
it useful to the people of Japan. So, I feel that one really 
important preparation for every missionary going to Japan 
as an educator, particularly for higher education, or for 
theological education, is a careful comparison of religions. 
A man must know for himself not only what Christianity 
means as we have interpreted it during the centuries which 
have passed, but he must try to appreciate the point of view 
of the Eastern mind and learn what is of value in that ; and 
try to forecast what Christianity will mean when it has been 
interpreted in Eastern life to the modern man. He must try 
to see how far Christianity can go in many of these Eastern 
religions; and see whether the processes of orientalizing 
Christianity can be carried on without, on the one hand, 
yielding so little that we fail to appeal to the Eastern people; 
or, on the other hand, going so far that Christianity loses 
many of its own characteristics. 

I will mention one more problem. We naturally think 
of our missionary institutions as standing at the head of 
education in Japan, as being the best manned or the best 
equipped. But one has only to go to Japan to find that this 
is not the case. One great trouble is the fact that no Church 
of Japan is strong enough to establish a school or college, 
which can compete on anything like equal terms with the 
splendid educational institutions established by the Japanese 
government, or with private institutions like Keio Univer- 


113 


PREPARATION OF EDUCATIONAL MISSIONARIES 


sity or the great Waseda University in Tokyo. The Japa- 
nese Imperial University is granted an appropriation of 
something like two million yen, that is, one million dollars. 
It has a magnificent plant, fine buildings and adequate equip- 
ment. The ordinary missionary college has, perhaps, an 
appropriation of five to ten thousand dollars at the most. 
Its equipment is in every respect inferior to the equipment 
of similar Japanese institutions. This constitutes a real 
problem. We cannot attract the best young men of Japan, 
unless we can provide institutions that are of the very best. 
We should seriously consider how we can bring our mis- 
sionary institutions up to the point where they will stand 
more nearly on the level with the institutions established 
by Japan. If we could have one great university which, in 
every way, equalled the work done by the great universities 
of Japan, probably no greater contribution could be made 
toward the establishment of the church in Japan. But as I 
say, there is no single Church that is able to establish such 
a university and therefore the idea of a union university 
in Japan has developed. If some practical way of carrying 
out this idea can be found, I believe it would be a great 
thing for Christianity in Japan. The problem of equipping 
the schools in Japan so that they can compete on anything 
like equal terms as educational institutions with the govern- 
ment, or with private institutions, is one of the most serious 
problems we have to face. And yet when one considers 
a private institution like Waseda University, founded by 
Count Okuma, and how its influence spreads from one end 
of Japan to the other through the most influential circles, 
we see how vitally important they may become. If we had 
a Christian university on the level with Waseda, its influ- 
ence would be strong for the spreading of Christianity 
through the classes who are to lead the Japan of the future. 
Those at home who are considering the educational prob- 
lems of Japan and who are interested in establishing the 


114 


ESSENTIALS OF AN EDUCATIONAL PROGRAM 


church in that country should carefully consider whether 
there is not some way in which our missionary institutions 
can be better equipped and possess an income that will en- 
able them to gather together a faculty fully equal to that 
of the Japanese universities. We have some splendid men 
in our colleges who are making heroic sacrifices. We can- 
not altogether depend upon the willingness of men to sacri- 
fice themselves in this way. We ought to see to it that our 
colleges are prepared to deal generously with their teachers 
and students. Unless we can do this, we cannot be assured 
of the establishment of a Christian college that will exercise 
an influence over the men who are to be the leaders of Japan 
in the future. 


THE ESSENTIALS OF A PROGRAM OF MISSION- 
ARY EDUCATION AS VIEWED BY AN 
EDUCATIONAL ADMINISTRATOR 

William Orr 

Missionary education, as regards organization, adminis- 
tration and instruction, is under definite obligation to main- 
tain as high standards of efficiency as other educational 
enterprises, ptiblic and private. Much that has been said 
at this conference confirms this position. The growing 
nationalistic spirit in mission countries is to result increas- 
ingly in systems of governmental education with which in 
turn schools under mission control will be critically com- 
pared. Furthermore, schools maintained and administered 
by public agencies in Western countries are as never before 
utilizing the results of research and expert skill, and are 
rapidly establishing standards and applying tests of effi- 
ciency. Those engaged in missionary service in the field 
of education must do no less, if their work is to stand the 
test of modern conditions. Again, governmental schools in 


115 


PREPARATION OF EDUCATIONAL MISSIONARIES 


Eastern countries frequently send representatives to visit 
the schools of the United States and of Europe, to make 
notes of advances in public education, in order that such 
knowledge may be applied to their own schools. One en- 
gaged in public school work has come to expect frequent 
visits by capable, keen and learned investigators from Far- 
Eastern countries. 

Education is passing rapidly out of the amateur stage of 
development into one where its aims, procedure and methods 
are based on a scientific knowledge of the learner and of his 
environment, and on constructive thinking. While much of 
the knowledge of education is still of a primary and ele- 
mentary character, the educational process itself is being 
conducted as never before upon a basis of accurate under- 
standing of problems and of the pupil. The preparation of 
missionary teachers, supervisors and school administrators 
should conform with the standards accepted by leading edu- 
cational students and administrators in this and European 
countries. The missionary field calls not only for the best 
in personal quality, but also for a thorough equipment in 
method and in theory in education. 

Obviously due regard must be paid to exceptional factors 
in missionary education, and to social and economic condi- 
tions peculiar to countries in which missions are situated. 
A quality of open-mindedness on the part of missionary edu- 
cators is a most desirable asset. If a person engaged in 
public education in this country is sent into the missionary 
field, this change should come somewhat early in his experi- 
ence, before hard and fast ways have been acquired. A brief 
experience in public school administration, however, may do 
much to develop Christian graces and virtues requisite in 
foreign work. 

While missionary education necessarily emphasizes relig- 
ious training, aims and ideals, it should meet reasonable 
tests regarding organization, administration and methods of 


116 


ESSENTIALS OF AN EDUCATIONAL PROGRAM 


instruction. The time has gone by when a genuine devotion 
to Christian ideals on the part of the teacher or administra- 
tor in the mission field can be considered as a complete 
equipment. These qualities, while fundamental in import- 
ance, do not take the place of expert skill and knowledge. 

An effective organization, for purposes of administration 
and instruction, of an educational system in a foreign coun- 
try is dependent upon the extent to which essential princi- 
ples are put into effect. In the administration of schools in 
large centres, the general oversight and management are 
committed to one man — the superintendent of schools. In 
some places a struggle for supremacy exists between the lay 
school committee and the employed experts. Such cases, 
however, are, in the main, due to ignorance rather than 
wrong intention. 

In an increasing number of instances the school commit- 
tee, as representatives of the people, accept certain responsi- 
bilities in regard to public education. Among the chief of 
these is the selection of an expert trained and equipped for 
his task. In order that such experts shall work most effec- 
tively, it is customary to define the responsibilities of the 
school committee and those of the superintendent. The 
committee and the superintendent are to discuss, consider, 
weigh and determine the educational program best fitted for 
the community. When a program has once been determined 
upon, then the superintendent of schools is given large pow- 
ers in putting it into effect. This principle obviously finds 
a large place in the administration of missionary education 
enterprises. Again, in our more progressive school systems, 
provision is made for research, and men are set apart to 
study intensively various problems, and supervisors are ap- 
pointed to direct the work of particular types of education, 
as primary school instruction, or different kinds of voca- 
tional education. Another important enterprise is the secur- 
ing of capable leaders, as principals of grammar or high 

117 


PREPARATION OF EDUCATIONAL MISSIONARIES 


schools. The extensive differentiation of work, both on the 
basis of subjects taught and on the age of the pupils, calls 
for a number of different types of administration and in- 
struction. As a training for such instruction, specific prep- 
aration is a requisite for appointment in a well developed 
public school system. Some normal schools train for pri- 
mary work, others for upper grade classes, while colleges 
train for high school work. School administrators are now 
facing perplexing problems in training competent teachers 
for vocational classes. 

To sum up, there is a wide range of educational activi- 
ties calling for extension, differentiation and specialization. 
There is an increasing disposition to establish standards 
with regard to buildings, equipment and courses of study. 
The more progressive states are making definite require- 
ments as conditions of certificating teachers, and this move- 
ment is spreading rapidly over the entire country. A begin- 
ning is being made in the definition of aims of courses, and 
in establishing quantitative tests and measurements as a 
means of insuring results. A great movement is on for 
the socialization of education. Administrators are studying 
as never before community conditions. Such surveys would 
seem peculiarly important in the missionary field. The train- 
ing of missionary teachers in accord with the best practice 
in the educational world should be continued during service. 

The growing spirit of nationalism now expressing itself 
in various ways among the nations in which missionaries 
are working, is to be welcomed as a stage of evolution. 
Carried to extremes it may become a great menace to the 
peace of the world. If missionary education is parochial, 
intolerant or foreign, its results may be unfortunate. The 
missionary educator should scrupulously respect the histori- 
cal educational methods of the people. There has just been 
emphasized in this gathering the great importance of so 
presenting the subject that the Japanese would think the 

118 


ESSENTIALS OF AN EDUCATIONAL PROGRAM 


ideas their own. Such is true pedagogy and an evidence 
of successful teaching, inasmuch as people are thereby led 
to think for themselves. Any people, not alone the Japa- 
nese, are stimulated by their national achievements and by 
a recognition of industrial development which utilizes their 
native genius. The exhibit of the results of education in 
the Philippines in San Francisco in 1915 indicated to every 
thoughtful student how skilfully the native arts and crafts 
have been developed to high perfection, with a truly distinc- 
tive element of skill and genius. 

We conclude, therefore, that our educational policies must 
conform to governmental standards. This is a matter of 
expediency. At the same time, due regard must be given 
to the character of the people among whom the missionaries 
are working. Missionary education has both the opportu- 
nity and the responsibility of presenting ideals that tran- 
scend the boundaries of any nation, that are world-wide in 
scope and application and dominated by the spirit of Jesus. 
This is a task transcended in importance by no other. Done 
well, it means universal brotherhood and universal peace. 

THE DISCUSSION 

Dr. Hoy. — There is a problem that constantly confronts us in 
our work in Hunan in addition to these problems mentioned to- 
night, and that is the eager desire on the part of Chinese officials 
for advice in the establishment of their own school systems. I 
have always met such men in a spirit of frankness and sympathy. 
I wish this conference might work out some method of teaching 
the new missionaries that come out there to be of service to the 
Chinese in such respects. You may feel that the officials will make 
opposition. On the contrary, they support our ideals when they 
rightly understand them. The more we can show them sympa- 
thetically of good methods of teaching, the more they will respond 
and follow. In these ways we shall be able to build the new China 
that is now making. China is in the process of transition. She 
needs the sympathy and help not only of the preacher of the gospel, 

119 


PREPARATION OF EDUCATIONAL MISSIONARIES 


but the supplementing sympathy and help of the missionary edu- 
cator. If you should hear some of the simple questions that the 
learned Chinese ask concerning our school work, you would be 
amazed. Soon after I arrived in Hunan, sixteen years ago, a high 
official of the district came to me for advice. I went to his own 
office three times weekly and there taught classes of young men, 
as well as I was able, how to teach in a primary school, how to 
study the child mind, how to grade, how to classify and how to 
organize. Then I called their attention to some books that were 
translated into Chinese and I translated portions of Dr. Schaefer’s 
“Learning to Think,” for them, writing it out by hand. It was 
pathetic to see those Chinese grasping after higher ideals in educa- 
tion and not knowing how to get started. Young people, who are 
preparing for work in China, should be prepared to give help in 
these simple ways. The people will welcome them, especially if 
they work as comrades and not as superiors. China is one great 
interrogation point. Any educational worker can treble his influ- 
ence, if willing to drop his work for an hour or two and meet a 
delegation of Chinese officials and try to help them solve their prob- 
lems. But to do this well, one must prepare. 

Professor Cummings. — The last time I came from India there was 
a Swede on board who said God had given the English people a 
gift which was working itself out to the advantage of all people 
on earth. Having lived a long while under the British flag I felt 
much enthusiasm and naturally was interested to ask what gift 
it was. “It,” said he, “is the gift of their inability to learn any 
language but their own, so everybody else has to learn English.” 

His remark reminds me to emphasize one or two remarks made 
here to-night. One is the necessity that the educator shall know 
the people. One speaker declared how necessary it was to enter 
into their thought and character. This can only be accomplished 
by “getting next to them” as can be done best through their own 
mother tongue. The missionary must know the language of the 
people. There is great danger in sending a teacher, even a great 
teacher, out as an educator with all his cut and dried material to 
take up work in the foreign field. He is educated here all right, 
but does not know the problems there. It should be definitely 
understood that an educator should learn the language of his people. 

This leads me to raise the question whether it is not possible, 
as it may be desirable, to so standardize language training that 
this problem may be attacked more effectively than has yet been 

120 


THE SPIRITUAL TASK 


the case. There are two sides to the language problem. One side 
concerns the teaching of English to the native. Such teaching 
should be standardized, because of the necessity of competing with 
one hour a week with those who have five hours a week to utilize. 
How can that be done unless one follows the very best methods? 
I am positive that the matter can be standardized in such a way 
that it may be presented with intelligence and hope of success. 
There is another side, which I wish we might consider in our dis- 
cussions. May we not so standardize the process of teaching 
various vernaculars to new missionaries as to give them a greater 
mastery of speech? Possibly this matter does not belong to this 
end of the missionary propaganda. But there is ground for be- 
lieving that there can be a standardizing of the language instruction 
of missionaries, so that in one year they w r ill be efficient users of 
their vernaculars. 


THE SPIRITUAL TASK OF THE EDUCATIONAL 

MISSIONARY 

Reverend President J. Ross Stevenson, D.D. 

Scripture Lesson Acts XVII: 16-34. 

Some claim that when Paul was in the cold, intellectual 
atmosphere of Athens, awed by the presence of cultured men, 
he forgot his commission as an ambassador of Christ and 
undertook to teach science and philosophy. His ministry 
instead of being evangelistic and spiritual became educa- 
tional and secular, hence the recorded results were meagre ; 
and when he went on to Corinth, he determined to eliminate 
everything except evangelism, and know nothing save Christ 
and him crucified. If this is a fact, Luke evidently was not 
aware of it. He gives us this chapter in Paul’s life as illus- 
trating the progress of the gospel from one strategic centre 
to another, and he was apparently satisfied that in pagan, 
Pharisaical Athens Paul did the best he could and accom- 
plished all that could be expected of him. Here was a great 
university centre, such as we have in the Orient today, 


121 


PREPARATION OF EDUCATIONAL MISSIONARIES 


inhabited by peoples who were religious in their way, but 
whose education, whose outlook upon life was all wrong. 
They did not know God, and in consequence they did not 
understand nature, nor the movements of history, nor the 
mission and destiny of man. The aim of the educational 
missionary in Athens was to turn the Greeks from darkness 
to light, from the power of Satan unto God. To this end 
they needed to know the one true God, of whom are all 
things, and the related teachings of the divine family, of 
human brotherhood, with the portentous lessons of respon- 
sibility and accountability. At the basis of all this knowl- 
edge there was laid the fact of Christ, who was raised from 
the dead, and will one day judge the world. In the light 
of this full revelation all men are left without excuse, and 
hence they are commanded of God to repent. Paul under- 
stood the religious needs of the Athenians, and he adapted 
the unchanging message to their measure of apprehension, 
with which he was entirely familiar. Without compromis- 
ing the gospel in any particular, he presented the aspects of 
it which his hearers could most readily understand and feel 
the need of. He showed not only a conciliatory spirit, but 
an appreciation of the best Greece had to offer; at the same 
time he was courageous and animated by the passion to 
exalt Christ and win men to the allegiance of the cross. 
He did not sink the work of an evangelist in the service 
of an educator. 

Missionaries abroad, like ministers at home, have to fight 
against overoccupation in subordinate enterprises. Busy 
here and there, we lose sight of the paramount task, and 
to keep our service wholly spiritual we must labor under 
the compulsion of “this one thing I do.” I have been greatly 
interested in reading the life of Samuel Miller, who was a 
prominent pastor in this city more than a hundred years 
ago, and who was one of the organizers and the first pres- 
ident of our Board of Foreign Missions. He was called 


122 


THE SPIRITUAL TASK 


from the work of the pastorate to a professorship in the 
Seminary at Princeton, of which he was one of the founders. 
He seemed to realize the peculiar perils of teaching, and he 
drew up resolutions such as any missionary going into edu- 
cational work in our time would do well to heed. He had 
been a collegiate pastor and knew how easily friction might 
be generated among associates. One of his resolutions was 
that he would endeavor never to give offence or take offence, 
and to be charitable to all men. Again, he determined that 
by the grace of God he would set before his pupils such an 
example that whatever emphasis he might place upon theol- 
ogy or other essentials, he would make it clear that genuine, 
profound piety was more vital and important as a qualifica- 
tion than any other. A third resolution was this — “I will 
never merge my work as a minister of the gospel or as an 
evangelist in the work of an educator.” It is interesting 
to follow his life and learn how faithfully he fulfilled this 
vow. Through his thirty-six years of educational work, he 
seized every opportunity to testify for Christ, and in his 
name to beseech men to be reconciled to God. In season and 
out of season, with all his work of teaching, writing, lectur- 
ing, he was preeminently an evangelist. He could not have 
done this, had he not been a man of prayer. In 1823 he 
and his associates in the faculty, with the president of the 
university and a few others, spent a day in fasting and 
prayer for a revival of religion among the students of our 
land. This was the first day of prayer for colleges. So 
earnestly did this leader in education engage in personal 
work that soul-winning became his passion wherever he 
might be. Once he was travelling from Trenton to Phila- 
delphia on the old steamboat line; Daniel Webster was on 
board and he was seen walking up and down the deck en- 
gaged in earnest conversation with Samuel Miller. What 
topic were they considering? Dr. Miller was pressing upon 
that great statesman the claims of Christ and was urging 

123 


PREPARATION OF EDUCATIONAL MISSIONARIES 


him to surrender his heart to God. In his published corre- 
spondence you find letters written to such men as Thomas 
Jefferson on the subject of personal religion. His heart was 
in this definite and direct religious work, and he always con- 
sidered it an essential part of his task in education. Such 
a controlling spiritual purpose is needed in every phase of 
missionary activity. In filling out the application blanks of 
our Presbyterian Board for missionary candidates, I have 
been challenged by these three questions : What do you know 
of his habits of Bible study? Has he the habit of prayer? 
Has he been actively engaged in Christian work, and in 
connection with that work has he won souls to Christ? 
These are habits which the educational missionary should 
form before he enters upon his career as a teacher. The 
spiritual temper of mind, the consciousness that we are 
under orders to do specific things as religious leaders can be 
maintained only as we are faithful in feeding upon the word 
of God, only as we walk in companionship with God, making 
prayer a blessed reality, only as we ourselves engage in 
personal soul-winning and have the joy, as the days go by, 
of seeing men actually saved and built up in Christ. It 
has been suggested that this initial service should be largely 
devoted to prayer. We are to pray for those now engaged 
in educational work that they may keep the spiritual objec- 
tive clear and large. We are to pray for the Boards respon- 
sible for the selection of those who are to train the minds 
and hearts of non-Christian peoples. We are to pray the 
Lord of the harvest that in this time of widening opportu- 
nity he may raise up and equip those who shall fulfil the 
prophet’s prediction: “They that are teachers shall shine as 
the brightness of the firmament and they that turn many 
to righteousness as the stars forever and ever.” 


124 


THE FACILITIES AFFORDED IN NORTH AMERI- 
CAN INSTITUTIONS FOR THE ADEQUATE 
PREPARATION OF EDUCATIONAL 
MISSIONARIES 

Reverend Professor Edmund D. Soper, D.D. 

The object of the investigation lying back of this report 
was “to obtain reliable information relative to the facilities 
offered by North American institutions for their strictly 
technical preparation.” A questionnaire, part of whose first 
sentence has just been quoted, was addressed to about one 
hundred and ninety institutions. These included universi- 
ties, colleges, and normal schools in every part of the coun- 
try. The response has been most gratifying. One hundred 
and twenty-three replies have already been received. The 
questions in most cases were answered in full and conveyed 
clearly the desired information. This is to be noted be- 
cause in the great work lying ahead of educational mis- 
sions the part to be played by these institutions must of 
necessity be very extensive. It is good to have these evi- 
dences of willingness to cooperate in an enterprise which is 
missionary at the same time it is educational. 

Nine questions were placed before the institutions to 
whom the questionnaire was sent. The request accompa- 
nying these questions was as follows: “Kindly give under 
the appropriate headings as indicated below, the specific 
courses which you offer in your institution. May we take 
the liberty of urging that each course be listed under its 
catalogue title, together with the number of hours per week 
given exclusively to it, and the length of the course in terms 
or semesters?” And these are the headings: 

1. The History of Education 

2. Comparative Modem Education 

3. The Principles of Teaching 


125 


PREPARATION OF EDUCATIONAL MISSIONARIES 


4. The Philosophy of Education 

5. Educational Psychology 

6. Methods of Teaching Specific Subjects 

7. School Administration 

8. Have you a model school in which pupils are given super- 

vised practice work? 

9. What is the minimum requirement in practice for graduation ? 

Had we the investigation to make over again the form 
of several questions would be changed, but just as they are 
they served to bring out in most cases the information 
desired. 

The answers which have come in furnish material for 
a number of conclusions which will receive attention later. 
But at the very beginning it is well to record one impression 
which becomes stronger and stronger as these answers are 
studied. It may be stated as a general conclusion to which 
this investigation has led, namely, that we have in North 
America and in nearly every part institutions which afford 
facilities for the adequate training of the educational mis- 
sionary. This does not mean that all institutions purport- 
ing to offer educational training are to be considered desir- 
able, but that such institutions do exist and are so widely 
scattered that no young man or woman looking forward 
to this form of missionary activity has any excuse for not 
securing the best training to be had. Nor does this general 
statement mean that there are no inadequacies in otherwise 
excellent institutions; all that we desire to call attention to 
is that, while institutions differ and at points expose them- 
selves to criticism from the standpoint of the preparation 
of the educational missionary, the essentials of such prep- 
aration are already provided for and are now available. 
Nothing we shall have to say in this report and in the dis- 
cussion should obscure this primary fact. 

We may now turn to a number of specific considerations, 
and first those which have reference to institutions and 


126 


FACILITIES FOR TRAINING 


types of institutions as places of missionary preparation. 

Answers were received from a number of “old-line” col- 
leges, if I may call them such — colleges where vocational 
preparation is largely if not altogether excluded and where 
the emphasis is on the cultural and broadening disciplines. 
Where these colleges deal with educational problems it is 
usually through theoretical courses on the history and phi- 
losophy of education or on educational psychology. Where 
a college offers no other facilities for specific educational 
training it can scarcely be considered as offering adequate 
facilities for missionary work distinctively educational. I 
leave the question of the relation between content and 
method in educational training to be treated a little later. 
What has just been said relative to colleges is from the 
standpoint even of one who may not be enthusiastic about 
the inclusion of so much “method” in the training of 
teachers. 

The educational laws on the statute books of a number 
of states cause a number of variations in the curricula of 
colleges. In California a college student is required to take 
a year of graduate study in special training to receive a 
high school certificate. The result of this is that a student 
in his undergraduate years has little or no opportunity to 
take courses in education. In Ohio the situation is very 
different. High school teachers have come almost exclu- 
sively from the colleges. They are able to secure only such 
pedagogical training as the colleges might offer, and that 
until recently was entirely at the discretion of the colleges. 
The new law, however, has made a notable change. A col- 
lege must offer certain courses and provide at least a mini- 
mum of practice work, if its graduates are to qualify for 
state school positions. This has caused considerable scram- 
bling the past few years, and the significant answer comes 
from Ohio colleges that they are able to meet the state re- 
quirements. These and other special conditions obviously 


127 


PREPARATION OF EDUCATIONAL MISSIONARIES 


affect the verdict as to the acceptability of candidates for 
educational work as they come from this college or that. We 
may be sure that as states become more rigid and specific 
in their requirements the colleges will modify their courses 
accordingly, and that will mean more institutions ready to 
supply educational missionaries. 

A most notable class of institutions, from our view-point 
as well as in many other ways, are the great state universi- 
ties, found principally in the western states. With these 
must be classed a limited number of non-state institutions 
which are doing work of the same kind and on quite as 
large a scale. These all have under varying names schools 
of education coordinate with the other “schools” or facul- 
ties which constitute the university. The state institutions, 
being closely tied up with the public school system, have laid 
upon them the obligation of giving direction, more or 
less definitely, to the development of all public education 
throughout the state. We consequently expect adequate 
training in these schools, and we are not disappointed. From 
the standpoint of equipment little could be added to what 
is already in use in many of these centers, and the move- 
ment is always in the direction of improvement and enlarge- 
ment. The American people have taken the bit of public 
education in their teeth and will not be stopped or held up 
by any consideration. A missionary candidate can not only 
secure all his special training at such a center, but will 
find a sympathetic ear to his proposal to investigate peculiar 
educational problems which arise on the foreign field. The 
educational experts in these universities mean to go to the 
bottom of the whole educational problem and are glad of 
these opportunities to make investigation of new fields. 
There has opened out within the past fifteen to twenty 
years a new opportunity to American educators. The door 
that was unlocked in the Philippines by Admiral Dewey for 
the American school teacher opened the way into a new 


128 


FACILITIES FOR TRAINING 


era. The American educator began to feel his responsibil- 
ity for those who in a real sense were outsiders, the Filipinos 
and the Porto Ricans. It was a kind of educational apostle- 
ship. But this endeavor, while most commendable, is not 
sufficiently broad. There is China, a whole world in itself, 
not to mention other parts of the world which are backward 
in character and education, and which must look to the 
American school teacher for their emancipation. Here is 
an appeal worthy of the best we have, and the missionary 
movement of today offers the opportunity to link up the 
great forces of American education with an unparalleled 
need. i 

Without intending to do so I find I have digressed. 
Among the schools of this general type it is difficult not 
to make mention of one, which has placed itself in a class 
by itself with reference to educational missions. I refer 
to the Teachers College of Columbia University. Recog- 
nizing its opportunity of making a genuine contribution to 
the task of missionary educational preparation, this institu- 
tion showed its wisdom by appointing Dr. T. H. P. Sailer 
to this special work. This contribution is of such import- 
ance, both because of what is being done for the mission- 
aries taking- these courses and because of the influence it 
must exert by thus setting a new standard, that a reference 
to the courses offered will not be out of place. They are 
three in number: “The Problems of Foreign Missionary 
Education,” “Educational Development in Oriental Coun- 
tries,” “Problems in Missionary Education,” the last pre- 
senting “the aims and problems of foreign missionary 
education.” Let it be remembered that this is not in a 
denominational nor in a distinctively religious institution. 
It is a contribution to the uplift of backward peoples and 
can well be made by institutions, state or private, which 
have no definite ecclesiastical affiliations. 

What are ordinarily known as the state normal schools 


PREPARATION OF EDUCATIONAL MISSIONARIES 


form a large class and represent all grades of efficiency. 
Some have worthily taken to themselves the name of nor- 
mal colleges and are of the same general grade as the 
schools of education of the great universities. What has 
already been said of those schools applies here. But the 
state normal school is in a different class and does not 
require work of as high grade — it is more nearly in the 
class of secondary schools than in that of colleges. Can 
such schools be looked to to offer facilities for the adequate 
preparation of educational missionaries? This involves the 
question as to whether all missionaries should be expected 
to be college graduates. We answer it for teachers at home 
by a rough rule that teachers in a high school, or in a sec- 
ondary school, shall be graduates of a college and that teach- 
ers in the primary and elementary grades shall have the 
training appropriate for their particular tasks, that is, that 
they shall be graduates of some normal or training school. 
Shall we adopt the same standards for missionary candi- 
dates? There surely are some teaching positions for which 
all that is required is normal training, but the foreign 
mission field introduces other factors which must be taken 
into account. When teachers are called upon to do much 
more than teach their allotted subject, when much that they 
do requires a high grade of intelligence and a broad outlook, 
when they must shape plans in view of national and social 
needs, when, in short, they are left alone to do their best 
and are looked to by needy people to lead them into the 
light, all the training and culture they may acquire will 
seem scant indeed when they face their full task as mis- 
sionaries. These considerations surely give pause to any 
easy settling of the question on the theory that what works 
at home should satisfy all the requirements of the foreign 
field. No hard and fast rule can be laid down, but the 
opinion surely must be that the Boards are right in their 
growing insistence upon a college course for all missionaries, 
with exceptions here and there. 

130 


F 


FACILITIES FOR TRAINING 


There is still another group of institutions to be men- 
tioned, those which do not themselves offer facilities for 
pedagogical training but which are in close proximity to 
and in affiliation with schools of education. All that need 
be said is that students in these institutions are not to be 
distinguished from those in the schools already mentioned. 
They do not offer any special problem, and are in line for 
appointments to the educational field abroad. 

Finally, we touch quite a group of institutions in whose 
curriculum much attention is paid to religious education. 
Courses and practice are directed to the end of preparing 
students for teaching religious subjects. No one can fail 
to recognize that missionary work which is educational must 
be missionary still, and that means the teaching of the Bible 
and of Christianity. It is a part of the work of every mis- 
sionary educator. Institutions which provide courses in re- 
ligious education along with more general courses in peda- 
gogy may be seen to offer even greater facilities than those 
which do not. We pass this important topic with this meagre 
statement because the whole matter of religious education 
on the mission field needs careful investigation, which could 
not be given in a report such as this. It touches classes of 
institutions not included in this investigation, whose object 
is to discover the output available for educational mission- 
ary purposes of institutions, whose principal aim is to turn 
out teachers and administrators for the great primary and 
secondary school systems of our country. 

We may now turn to another series of considerations, 
those having to do with the subjects taught in the institu- 
tions investigated which have a relationship to the problem 
of educational missionary preparation. 

Of the nine questions asked numbers two and four were 
meagrely answered. The fourth is the question relating to 
courses in the Philosophy of Education. Many institutions 
answered this question by stating that no courses were of- 
fered in the subject separate and distinct from other courses, 

131 


PREPARATION OF EDUCATIONAL MISSIONARIES 


but that the essentials were given in connection with other 
courses. Whether this is a wholesome tendency in the 
training of teachers is not for me to attempt to deal with 
here. Suffice it to say that for the training of the majority 
of teachers this lack is not severely felt. But I am of the 
opinion that it would be a serious matter for any mission to 
be without a number of educators who understand the inner 
meaning of education and can wisely direct the development 
of educational policies in various countries and areas. We 
are fortunate, then, in having a goodly number of splendid 
institutions well qualified to provide such courses. 

Question number two deals with what we called in the 
questionnaire “Comparative Modern Education.” It has 
been suggested since that we might have used terminology 
more attuned to the educational ear, which might have elic- 
ited more satisfactory responses than were forthcoming in 
a number of cases. Still, we are led to the conclusion that, 
while a relatively small number of institutions ofifer just the 
courses we had hoped to find, most of the answering schools 
do not. The kind of courses to which we refer are those 
making comparison between our system of education and 
those of other countries. The value of such courses to an 
intending missionary educator is at once evident. Education 
is not a wooden, mechanical thing imposed arbitrarily upon 
the life of a people. To be effective it must grow out of 
the life and be the expression of the genius of a people. 
Consequently educational ideals and purposes must be differ- 
ent among different peoples. A serious task is before those 
who are giving direction to missionary education. They 
need all that is available to help them understand the prob- 
lem confronting them. Such a study as is indicated by the 
reference to these comparative courses may be an almost 
indispensable introduction to the first-hand study of similar 
problems in his own field. 

The first question was on the History of Education. 


132 


FACILITIES FOR TRAINING 


The need for such courses is gravely questioned by many 
educational authorities, though they are offered in about all 
the institutions which offer anything educational at all. 
Our concern is that our missionary candidates be really 
prepared for their work. Can courses in the history of 
education help them? When we consider that in Japan, 
China, India, and in Moslem lands there are educational 
traditions running back to the very beginnings of national 
life, and that what the people are today depends largely 
on what such education as they have received gave them, 
the conclusion must be faced that educational history is 
significant. The significance, however, becomes clear only 
when the history is made vital by being made the true ex- 
planation of what we find today. It may be that one 
important reason for the lack of conviction on the need for 
the history of education is that very, very frequently it is 
taught dryly and out of all living touch with present-day 
affairs. So the value of such courses depends almost en- 
tirely on the view-point of the instructor and the aim to be 
driven at in lecture and discussion. 

The eighth and ninth questions were framed to shed 
light on the baffling subject of practice teaching. Final 
conclusions have not as yet been reached in the educational 
world on various questions connected with it. Our answer 
showed that all kinds of usages are to be found. Many 
of the best equipped institutions are provided with model 
schools, some of which are complete all the way from the 
kindergarten, through the primary and elementary grades, 
to the last of the four years of the high school course. In 
these schools students observe teaching and teach them- 
selves under careful supervision. Our answers were from 
schools like that all the way down to those which provide 
no opportunities for observation and practice teaching. 
What shall be our standard for the educational mission- 
ary? Our conclusion is that he should have practice in 

133 


PREPARATION OF EDUCATIONAL MISSIONARIES 


teaching in connection with his theoretical work, provided, 
— and this is exceedingly important, — that it is done under 
careful and expert supervision. Otherwise, he might be 
confirmed in his errors and retain them through life, and 
this is even more tragic on the mission field than at home. 
Of course a missionary teacher will be subjected to all the 
practice teaching he cares for during his probationary pe- 
riod on the field; our plea here is that he be prepared for 
that by the wisest direction he may secure before sailing. 

The seventh question on school administration should have 
been divided into two parts, administration on one hand 
and school organization and management on the other. 
They are very different things. We desire teachers who 
are experts in their own rooms, but we must also have an 
increasing number of administrators able to direct a net- 
work of schools and give inspiration and method to all 
under his supervision. Fortunately, however, the answers 
showed that in many institutions both these phases were 
given careful attention. 

Lengthy answers were quite plentiful to the question deal- 
ing with methods of teaching specific subjects. There is 
little need of comment on this important subject except to 
call attention to the importance of special training in the 
teaching of languages. This is true not only because the 
missionary ought himself to learn the language of his people, 
but because in most of the countries to which missionaries 
are sent the demand for English is so great that he must 
teach English and should know how to do it well. A num- 
ber of problems emerge here which bristle with difficulties, 
so I must not go further, except to say that one should be 
sure that he is being correctly directed, and there is the rub. 

I have not attempted to discuss these special features of 
our general subject with any fulness, and some have been 
left out entirely. Enough may have been presented, how- 
ever, to make both the missionary candidate and the Board 


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FACILITIES FOR TRAINING 


secretary realize that there are real problems to be met in 
the endeavor to secure the sort of training best calculated 
to prepare the educational missionary for his task. 

It may be well now to indicate some of the larger and 
more general problems which emerge in addition to several 
already discussed. We have been talking about institutions 
and courses as though they were counters with a perfectly 
clear connotation. A school is a school and a course a 
course. That is very plain — but it isn’t true. There are 
schools and schools and courses and courses. And, after 
all, this is the most highly important question — What kind 
of a school is it, what kind of a course, and what kind of 
an instructor? The success or failure of an educational 
missionary may hark back to school and professor. How 
important, then, that guidance be given, if possible, to the 
young candidate that he may secure the best preparation 
possible. 

Another vexing problem is preparation for vocational 
training. We cannot enter into that field now, but it stands 
open for the investigator. It is a part of our subject, but 
we must pass it by as we did religious education. Yet there 
are few calls more insistent than that to help make the in- 
dustry of the native more productive in countries like In- 
dia and Africa. This task must become that of government 
as time passes, but it is a long day ahead before the mission- 
ary will not be called upon to give training in manual arts 
and crafts. 

We have indicated in the course of the discussion that 
missionary education will tend more and more to specializa- 
tion, as has been true at home. The question arises, how- 
ever, as to the possibility of certain kinds of specialization 
and the special preparation needed. Can a young man de- 
cide to be an administrator of elementary schools in the 
Honan Province in China and feel dead sure that he will 
receive such an appointment upon application to his Board? 

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PREPARATION OF EDUCATIONAL MISSIONARIES 

It is manifestly absurd. This means that he must serve an 
educational apprenticeship before certain duties devolve up- 
on him. He must be prepared for a number of things and 
let time and providential openings decide upon questions of 
final location and work. All this emphasizes the value of 
the first furlough as a period of specialized training. This 
is the first opportunity most missionary teachers will have 
for very definite specialization. 

A serious question arises as to the relationship between 
content and method in preparation for teaching. With the 
time at his disposal, what proportion of his time should 
a student devote to mastering educational principles and 
method? Each course in method displaces a course on 
some important subject of study — how far should he carry 
this? 1 very firmly am persuaded that if a choice were 
necessary it would be better to choose for a missionary one 
who was long on content and subject matter and short on 
method than the other way around. Were I an extremist, 
this would be unorthodox, but being one who has profited 
greatly by his studies in method this may be taken as a 
deliberate opinion arrived at in no haste. We want both, 
but this question is intruded here because many candidates 
will still apply to the Boards to be appointed as educational 
missionaries who have little more than a cultural college 
course back of them. This is not ideal, but we need not 
despair to try such a one out. His breadth of outlook and 
his scholarship will not be lost because he is not up to the 
mark in technical method. What he should do is to take 
an extra year of training, but that is often impossible. 

The final problem to be mentioned is about training in 
the Bible and in the meaning of Christianity. Many splen- 
did normal schools and colleges are as poverty-stricken as 
medical schools in this regard. And yet these educators 
and teachers are to be Christian missionaries, bearers of the 
gospel of Jesus Christ and interpreters of him to the eager 


136 


FACILITIES FOR TRAINING 


students who attend their classes. How about their training 
to fulfil this function? And, after all, is it not first and 
most important? The problem cannot be solved in a sum- 
mary fashion. What is essential is that such training be 
secured, in connection with the normal course or supple- 
mentary to it. It is mentioned here because the schools we 
have in mind today in so many cases make no provision 
for such training. 

Our final word is an appeal. First, to the candidate or 
interested student who may peruse these lines — study avail- 
able schools and courses in the light of these pages, and 
make the most of the years of your preparation. Second, to 
the institutions which must furnish the educational mission- 
aries of the future — consider it a high privilege to be able 
to render this service, and bend your work even more defi- 
nitely to the carrying out of this design. Third, to the 
mission Boards responsible for the selection and direction 
of these missionaries as long as most of them shall live — 
cooperate even more fully with your candidates in directing 
them to such schools as shall give the training necessary 
for the kinds of educational work in which you are engaged. 
And, after all, it is careful planning joined with intense devo- 
tion that must win the day. 

THE DISCUSSION 

Professor St. John. — I am glad that Dr. Stevenson emphasized 
the evangelistic opportunity and responsibility of the educational 
missionary. I wish that it might be discussed, because the use of 
evangelistic opportunities is the particular point at which our 
missionary educators are most at fault. I desire, however, to speak 
about Professor Soper’s paper. So far as Indian education is con- 
cerned, he seems to have had in mind merely the primary and 
intermediate school teacher, and has not gone on to consider the 
needs of those who are to go into college work. He has not really 
dealt with our pressing difficulties. Those that we have are more 
cultural than technical. If we had some schools in North America 

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PREPARATION OF EDUCATIONAL MISSIONARIES 


that would train teachers to teach English in India, we would be 
far better off. We teach grammar in British territory as it is never 
taught in America. The course in English grammar is about three 
times as stiff as ordinarily in America. Special instruction in this 
subject is required to fit missionaries to supervise Anglo-vernacular 
schools. 

In college work we have a multiplicity of difficulties. Nearly 
every subject must be provided for by itself. I was here seven 
years ago, having been asked to take up the teaching of philosophy 
in British India. No institution in North America could do any- 
thing worth while for me. I went to a leading educator, whose 
institution is one of the best in the United States. He said, “Don’t 
go to our university ; go to Columbia ; it is far stronger than we 
are in philosophy.” I came to Columbia. I ransacked the institu- 
tion to see what I could find, but there were no courses at Columbia 
that would prepare me for that particular work. What I had to 
do was to take a subject and outline it as I would have to teach 
it and then to go to work in the library, with what aid I could get, 
of course, from the faculty. Only a few of the subjects I was to 
teach were being offered and they were taught in a fragmentary 
way. 

Again, in respect to mathematics, you can scarcely find a series 
of courses in North America that will train one to teach mathe- 
matics in British India and to meet the needs there. Our missionary 
faculties are obliged, however, to teach mathematics in accordance 
with the conditions as laid down by the government of India. 
Moreover, in my part of India, Pali is the classic language. Ability 
to read it would be of real value to a missionary. It is utterly 
impossible, however, to get any training in Pali worth mentioning 
in North America. These are some of the difficulties which those 
who plan to do first-rate work in India face, and they are important. 

Professor Soper. — This is a very pointed criticism and I like it. 
The fact is, as Dr. Orr was indicating to me only yesterday, one 
of the difficulties today in North America is that most college 
teachers have had no specific training for teaching in a college. It 
is one of the outstanding defects of our whole educational system 
that anyone is supposed to be prepared for college teaching by a 
general cultural training. 

Dr. Rawlinson. — I would like to take as a text a remark made 
by Professor Soper, in which he said that it is difficult, if not 
impossible, to get the kind of instruction here in North America 

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FACILITIES FOR TRAINING 


that will make effective missionary teachers. I would like to em- 
phasize that statement. It has been my privilege for two years to 
be the chairman of the China Continuation Committee’s Sub-Com- 
mittee on the Training of Missionaries. One of the questions we 
have had before us constantly is that as to what proportion of the 
missionary’s special training should be given on the field and what 
proportion at home. This is still an unsettled question and I can- 
not speak categorically about it. The missionary must face the 
future as well as the present. There are rising economic and social 
problems in China which the missionary leaders must help to solve 
by teaching the Chinese leaders how to solve them. Our mis- 
sionary educators must know how to adapt their teaching to Chinese 
needs and how to work with Chinese educators. Where can they 
best get the training that will make them capable of doing these 
tasks? It has been admitted here that after a missionary gets 
through his collegiate and general professional training he ought 
to have at least a year of highly specialized training. Of course, 
we all know that in China, at least, missionaries are supposed to 
spend two years after they get on the field in some additional train- 
ing. I should like to ask if a partial solution of this problem of 
specialized training could not be secured by the further develop- 
ment of what we now call “language schools”? Special courses 
in Chinese religion, Chinese history and various social and economic 
phases of Chinese life might be added to present curricula. 

Let me make one further suggestion. I have wondered during 
the last two years, and very much more since being in this con- 
ference, whether it would not be wise to hold the next conference 
of missionary educators at the home base and of educators on 
the field at Shanghai or Madras. It might be possible to get to- 
gether a group of those directly interested in this problem who 
could suggest a practical solution to it. Time is sometimes lost 
because some go out to the field with their ideas too set. Efficient 
adjustment takes longer than it should. Enthusiastic young men 
filled with ideas of social service, for instance, and well trained in 
the theory of their specialty, could yet wisely spend a part of their 
period of preparation in learning to fit their ideas to actual condi- 
tions. An extension of the scope of the “language schools” could 
provide for this. The missionary would thus be better prepared 
to meet the actual conditions on the field and to use his powers to 
the utmost advantage. 

Mr. Orr. — Just a word about so sweeping an indictment of the 

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PREPARATION OF EDUCATIONAL MISSIONARIES 


conditions of educating teachers in our colleges. It is probably true 
that there is actually more expert teaching in the lower grades of 
instruction in our public schools than in the colleges. But there 
are some very excellent teachers in the latter. One principle which 
is the result of the experience, observation and thinking of educa- 
tional experts is, that the closer the student is to the conditions he 
is studying, the more successfully he masters those conditions. This 
principle applies in the situation we are facing here. A young fel- 
low at seventeen or eighteen gets a stimulus for missionary educa- 
tional work. He is in high school. He goes to college. For two 
years he takes up particular collegiate subjects, among which should 
be considerable sociology and psychology and economics. During 
his last two years he may well specialize as far as subjects can be 
taken to advantage, including surely practice teaching and educa- 
tional method, and later educational system or administration. 
Then he would be about twenty-three years old. Let him then have 
two years of specialized preparation, including the study of the 
conditions with which he is to deal in the foreign field. Such a 
program would make him a master of method, able to face any 
educational problem with a good hope of solving it. 

Professor Schwarze. — With reference to going to the mission 
field to teach in the primary grades, reference has several times 
been made to the facilities for practice in the American public 
school system. Since it is so important that individuals should 
discover before they go out to a mission field whether they have 
at least some of the qualifications that were enumerated yesterday, 
would it not be a good idea to endeavor to cooperate more thor- 
oughly and closely with the American public school system so that 
those looking forward to work of that grade should have a year 
of teaching in a good school of the required type? It would not 
in any way be harmful to the American public school system. In 
fact, for a teacher to go into a public school with the inspiration 
for his work that would be born from his larger plans would be 
a very wholesome element. It might help toward solving some 
of the problems that face the unreligious public school system of 
North America. 

Professor Webster. — I would like to emphasize a little more what 
is being done in this country now to prepare students who are 
interested in social and economic leadership. Professor Soper 
pointed out the first furlough as one of the best times for missionary 
specialization. It is my good fortune to be spending two years in 

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FACILITIES FOR TRAINING 


the United States, studying along the line of problems raised during 
my first term of service. These problems directed my attention to 
the need of training in religious education, but I very soon found 
that a mastery of religious education implied a more thorough study 
of general education. The latter study has made me feel that we 
in China are facing moral and religious problems that have grown 
very largely out of social and economic problems. Professor Ross, 
the Wisconsin economist, says in one of his books that we are 
spending much time fighting over old battle grounds where the 
victory was long since won and principles established, and that 
we ought to be looking into the future and seeing new causes for 
which we must fight. His studies show that many of our moral 
issues grow out of social and economic maladjustments. It seems to 
me, therefore, that in schools for the preparation of missionaries 
in this country the candidate should he led to study social and 
economic conditions as one must meet them in every-day life, trac- 
ing back their causes and realizing the situations that result through 
certain social and economic conditions of the past. The Chinese 
are going through a similar readjustment of moral problems. How 
is a man who has money to treat a man who has no money? How 
is the man who has influence over laborers to conduct the necessary 
negotiations with those who have the capital? It is the age-long 
adjustment of capital and labor and of class relations. Such prob- 
lems as these are before us. We need to teach the Chinese, the 
Indian peoples and the Japanese to deal with them suitably. Let 
us not superimpose our ideas upon them, but rather study their 
needs in the light of our experience in this country and guide them 
to the bold, wise, Christian method of dealing with every situation. 
It is not so necessary to reproduce with them our ideas of culture, 
discipline and ideals as to give them a creativeness of their own. 

Professor O. E. Brown. — I would like to ask Professor Soper 
about his statement regarding the desirability of specialization. 
It is practically impossible for one to prepare at home for spe- 
cialized work abroad, possibly because of the uncertainties of 
appointment, and again because it is impracticable to set apart any 
individual to do a definitely specialized task, and then possibly 
because the conditions to be dealt with are not very well known 
here. How definitely can a missionary get ready for a very specific 
task ? 

Professor Soper. — There is no exact answer to be given to the 
question. I think it is desirable, if possible, to have a man’s prepara- 


141 


PREPARATION OF EDUCATIONAL MISSIONARIES 


tion directed toward a specific task in a specific country. In most 
cases this is impracticable. I said that the ideal situation was that 
of the son of a missionary who is about ready to go back as a young 
missionary to the land of his birth. Such an one can prepare with 
great definiteness. Others not so situated would have more trouble. 

Miss Flora L. Robinson. — I would like to emphasize from my 
experience as a college teacher in India the importance of what Dr. 
Webster has said. It is true that we must keep the grade of work 
in our missionary schools and colleges very high and provide the 
best instruction possible ; and I am inclined to think that, in India 
at least, this matter will always be safeguarded under the stimulus 
of government requirements. But the function of education with 
which the usual government requirements, it seems to me, do not 
concern themselves, is the relating of education to community 
problems. I do not think our mission colleges will find their justi- 
fication in producing scholars who are meeting standards of merely 
classical scholarship, because this does not insure leadership which 
will transform the every-day life of “the masses.” That a strong 
evangelical spirit in our institutions will help toward this by fur- 
nishing motive power for community service, goes without saying. 
But the right kind of community service needs competent leadership 
and training. It will not be enough for the missionary educator, 
whatever his academic standing, simply to know sociological and 
economic principles, though, as Dr. Webster has said, that is ex- 
tremely valuable. But he should be able to definitely supplement 
the course in the academically admirable but over-classical cur- 
ricula of the English university and school system by courses 
which will bring the students into close and thought-provoking 
contact with the problems of their communities, and which will, 
as has been suggested, give them the benefit of the experience social 
workers in the West have had in connection with similar problems. 
In India, for instance, — as any one knows who has been in edu- 
cational work there, or can conclude after reading such a book as 
“Siri Ram, Revolutionist,” — the university system, in spite of its 
admirable points, does not help the student to find his place of 
service in the community. It has been prescribed for India on the 
basis of the system used in England for students whose background 
is entirely different from that of Indian students. The effect has 
been to distort the real significance of education, exalting the uni- 
versity degree into an end in itself. American missionaries who 
are going out into educational work can make their contribution 


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CULTURAL TRAINING 


to the educational problems of India by helping to make the system 
in vogue of practical, applicational value. Experience in dealing 
with social conditions, a knowledge of fundamental sociological 
and economic principles, and an ability to adapt that experience 
and that knowledge to social problems in other lands, should be 
of as much (and I would almost say more), value than a high 
degree of specialization along purely academic lines, if the mis- 
sionary educator is to both inspire and train Indian students to use 
their education for the uplift of their communities. 


THE CULTURAL TRAINING OF THE 
MISSIONARY EDUCATOR 

Dean James E. Russell, LL.D. 

The missionary educator is first of all a leader wherever 
he may be, a leader supplied not alone by nature but by 
training. Of those qualities enumerated yesterday it oc- 
curred to me that one qualification had been omitted, which, 
from my experience in the training of teachers, is very im- 
portant. I refer to the grace of Christian humility. It 
often happens that those who think they are called to lead- 
ership in any field give themselves a personal valuation 
which assumes undue importance. Such a valuation has 
immense importance in sustaining individual ambition and 
in prompting individual will to achieve. At the same time 
there is a danger with a certain type of mind that a halo may 
be developed which will interfere with normal vision. I 
think of a young man of my acquaintance who went to the 
foreign field not many years ago, who throughout his col- 
lege course carried such a halo with him. He gave the 
impression to his fellow students and, I think, to nearly 
every instructor with whom he came into contact, that for 
some reason he was just a little better and holier than 
others, because he had offered to give himself to work 
requiring great personal sacrifice. He regarded himself as 


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PREPARATION OF EDUCATIONAL MISSIONARIES 


entitled to special favors and was not backward in seeking 
for them openly. I cannot believe that he has been of any 
great service on the field. He would surely have failed in 
any important service here at home. The leader who ex- 
presses his leadership through teaching must be one who 
seeks to serve, even in the humblest capacity. He must be 
shot through with that something which comes from the 
Master’s injunction that he who would lead must be as a 
little child; and that he who would be greatest of all must 
be content to be the least. 

Considering now the training of a person for this leader- 
ship, I concede that the great teacher is born. Even great 
teachers, however, along with the less great can be equipped 
for their work more quickly by a wise use of opportunities. 
Professional training is an organized means of carrying the 
novice over the earlier years of training through which the 
masters in his profession have with great toil and with 
many mistakes finally reached a standard of excellence that 
comes only to the man with indomitable courage, abundant 
ideals and a will to utilize every power God has given for 
the accomplishment of such work. It is an organized means 
of giving to the novice more quickly and accurately some- 
thing of the power which they have acquired through long 
and arduous effort. The missionary educator should have 
as much general training, non-professional or cultural train- 
ing, as for the work at home, and perhaps more. The least 
we demand of the elementary teacher today is a high school 
training, supplemented by whatever normal training may 
be possible. The least we demand of the high school or 
secondary teacher at home or abroad is college training. 
The least we require of the college teacher is a postgradu- 
ate course of study. We very commonly emphasize the 
advantages that come to the prospective teacher from spe- 
cial lines of study. For example, in laying demands upon 
those responsible for a school or college program, we agree 


144 


CULTURAL TRAINING 


that a first-rate teacher should have some training in mod- 
ern languages because he must be able to utilize their edu- 
cational resources. He should know literature, too, because 
literature embodies the hopes and aspirations and thoughts 
and feelings of the great men who have lived in the past. 
He should know history because it is a record of the striv- 
ings and the travail of the race. He should know, as has 
been pointed out this morning, the results and the methods 
of studies related to social and economic conditions — sociol- 
ogy, political economy and the like. Then those who are of 
a philosophic bent will take philosophy and ethics and psy- 
chology. It is comparatively easy for one to enumerate 
the possible benefits from such high school and college 
courses, pointing out in some detail the advantages which 
may be presumed to accrue. The fact is, however, that we 
are forced, in professional schools and in administrative 
procedure, to deal with practical conditions, which differ 
quite markedly from those that are theoretical. It is to 
these practical conditions that I wish partictilarly to address 
myself this morning. 

In the first place, the four years of college, undirected 
by any professional or life purpose, have surprisingly little 
cultural value to many students, if not to most of them. 
In what respects does a college graduate differ from a high 
school graduate, when both look forward to professional 
service? The latter has had some elementary courses in 
mathematics that enable him to make the computations nec- 
essary in every-day life. How much more has the average 
college graduate, who has spent one or two years in colle- 
giate mathematics? My experience has been that such col- 
lege results are of comparatively little value, until they are 
worked over, readjusted and readapted for genuine appli- 
cation to problems. Students spend four years in the high 
school and perhaps two or three years in college in the study 
of Latin. How much more Latin has the high school grad- 


145 


PREPARATION OF EDUCATIONAL MISSIONARIES 


uate gained in college? Can he read Latin with ease and 
reasonable comprehension? Can he use that reading as an 
instrument in the pursuit of further knowledge? I do not 
know how it may be in a seminary because I have not been 
able to study at first hand the theological situation. But 
I do know that the college graduate who offers himself as 
a teacher of Latin does not, as a rule, know much about the 
language. Unless he masters it anew during his profes- 
sional course and during his years of teaching, he has a 
mere bowing acquaintance with the language, but no real 
companionship. 

And so in modern languages and their literature. Few 
college graduates have much more acquaintance with the 
life, ideals and aspirations of the French or the German 
people than they had as high school graduates. I do not 
find even among these prospective teachers of literature 
from our schools and colleges that saturated condition which 
makes literature a great instrument in education. No, that 
must be learned again, and related to the lives of those who 
are to be taught in the future, to the world and to the forces 
of civilization in general. 

And so I think you may go through the whole school and 
college curriculum and you will find they give little more 
than an introduction to many fields of human endeavor, 
human thinking and human accomplishment. These intro- 
ductions are necessary, of course, and cannot be gotten in 
any other way. If, however, a man knows early in his 
course in school or college that he is to teach some particu- 
lar subject or field, his whole attitude toward his work will 
be changed. Far from being satisfied with a bowing ac- 
quaintance, he reaches out to the heart of his subject, and 
weaves it into the fabric of his life. Sometimes I find my- 
self saying that cultural training is of comparatively little 
worth. The professional training of a teacher differs from 
that of the lawyer, because many of the subjects studied in 

146 


CULTURAL TRAINING 


school and college are the instrumentalities to be used in his 
professional life. That is true in much of the professional 
training of the engineer. Many of the subjects, like science 
and mathematics, which he studies at college become his 
stock in trade as a professional engineer. This is more or 
less true in medicine and in theology. It is preeminently 
true in teaching. The non-professional and purely cultural 
elements do come pretty close to satisfying the dictum of 
the famous college president of the last generation who said 
that a cultural subject is one for which there is no use, and 
when a subject becomes of use it ceases to be cultural. My 
contention is that it is worth while for a missionary edu- 
cator, and for every educator, to develop his cultural train- 
ing through serviceable, practical courses directed to his 
specific life work. 

What, then, is the professional preparation for the edu- 
cator? That question must be answered, as such questions 
inevitably are, by discussing the curriculum of the profes- 
sional school. Such preparation must be narrowed down to 
that which contributes most to the objective of the individ- 
ual. It may not be safe to say to such a conference as this 
that the primary and secondary teacher in the mission field 
should have a college education, or that the college teacher 
should have graduate school training. I am not at all sure 
that the next generation in this country will not see a read- 
justment of our schools and of school work in such a way 
that it will be possible to begin consciously professional 
training very much earlier than now. The last two years 
of many college curricula are directly professional today. 
They are professional for the man who is going into busi- 
ness, because he is able to select from among the elective 
courses of instruction in political economy, in ethics and in 
sociology. How long it will be before the other two years 
shall be regarded as professional 1 do not know. It matters 
little for us at present. 


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PREPARATION OF EDUCATIONAL MISSIONARIES 


Is it then prudent to lay down a law that all educational 
missionaries shall be normal-school-trained, college-trained, 
and so on? I would question this. In the first place, many 
of the qualifications described yesterday as personal are 
really professional and are in a large measure the outcome 
of special training. Self-direction, self-control come as a 
result of training, if they are to be of large service. Take 
such virtues as courtesy, reverence and humility, mentioned 
here this morning. Are these God-given, innate? I doubt 
it. Inclinations in these directions may be innate. But such 
developed qualifications and characteristics are the result of 
training. In fact, a good part of the cultural training that 
must be considered particularly prerequisite to such profes- 
sional training as may come in the high school, the college, 
or the technical or professional school must begin and be 
developed in the godly atmosphere of the Christian home. 

Moreover, much of such training must be credited to 
the churches. The church must be reckoned an educational 
instrument. If I had to choose men for educational service 
at home or abroad, I would prefer every time the man who 
has had the right kind of home training and the right kind 
of church training. I would overlook and forget a good 
many facts of the conventional school training. I do not 
wish to underweigh or undervalue the service that our col- 
leges have rendered, but no subjects can be named which 
will take the place of some of the more fundamental train- 
ing. College graduates often say in later years, “Oh, it 
wasn’t what I learned in college that counted, it wasn’t the 
Latin and the Greek or the mathematics or the history; 
it was the associations that I formed, the friendships that 
I established, the ideals held before me, the personal touch 
with my fellows.” Hence we see the full force of President 
Goucher’s remark yesterday when he said that he often 
asked a candidate whether he had played football or base- 
ball. He might also have asked whether he showed a 

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FACILITIES FOR TRAINING 


certain spirit in fraternity life, whether he was active in 
college journalism, active in any enterprise in which there 
had to be team work. Out of such team work leaders grow. 
It develops considerations and enlists the powers of per- 
sonality. 

Our school work and college work are parts of the con- 
vention of the time. They are as much a part of our life 
as our social habits and customs. We take things for 
granted. If secretaries who have the responsibility of choos- 
ing missionary educators go to a college to find them, there 
is very good reason back of the act. The secondary school 
and college and university exist primarily for the selection 
and development of leaders. The great fundamental ele- 
mentary system exists in the United States, and to a large 
extent outside of the United States, for the training of the 
masses in general intelligence and the ability to earn a liv- 
ing. But the higher schools deal with chosen people, a self- 
selected group. The men and women who will do the large 
tasks of the kingdom are the very ones who are in college. 
In a large sense they make the college, rather than the col- 
lege makes them. The instruction that they get is cultural 
or educative only to the extent that they will to make it so. 
And the average student wills to make it so only when he 
has a large and dominant purpose in learning. When his 
purpose is specifically directed to his life work, his training 
becomes perforce professional, regardless of whether the 
institution be called high school, college, or professional 
school. It seems to me, therefore, that the distinction be- 
tween cultural and professional subjects disappears, and 
that the topic assigned to me really has significance only 
when treated as a professional problem. 

It may be said, however, that I am quibbling with words, 
that much of what I call professional others call cultural, 
that in popular parlance the cultural studies are those which 
contribute particularly to the broadening of the mind and 

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PREPARATION OF EDUCATIONAL MISSIONARIES 


to the range of thinking. Well, so be it. The fact remains 
that any subject properly taught and properly studied will 
broaden the mind and widen the range of thinking. Some 
subjects, as literature, history, the social and natural sci- 
ences, mathematics, and the fine arts, are generally recog- 
nized as universals. To mention them is to refer to every 
school and college program. But no one student can qualify 
in them all, and vastly more good material is left out of 
every curriculum that can possibly be put into it. Hence 
the practical problem is to find the student who can make 
good use of such cultural materials as are found in the 
home, the church, and the school, rather than to rival the 
vagaries of college faculties in prescribing courses of study. 
First catch your hare; that done, the rest of the cooking 
process becomes relatively easy. 


THE PROFESSIONAL TRAINING OF THE 
EDUCATIONAL MISSIONARY 

Dr. T. H. P. Sailer 

I. Five Needed Types of Training in the 
Mission Field 

With China especially in mind, it seems to me that there 
are five tendencies operating in missionary education which 
should affect the type of training given to educational mis- 
sionaries. These tendencies, I believe, are more or less 
characteristic of other countries. 

1. A More Efficient System of Missionary Education . — 
The increasing competition from government and other 
schools demands a training which will enable missionary 
education of every grade to hold its own in comparison 
with government education. We need better preparation in 
subject matter and its presentation. We need teachers in 

150 


PROFESSIONAL TRAINING 


every grade who can make their courses attractive and prof- 
itable, and who can build up efficient elementary and sec- 
ondary education. 

2. An Increase of Technically Trained Teachers for the 
Schools . — There is today an increasing development of 
native teachers, both in quantity and quality. There are 
over ninety-five hundred native teachers in China to one 
thousand three hundred and fifty educational missionaries. 
The bulk of these teachers represent very low standards 
and constitute one of our main problems. They are filling 
the rank and file positions. Some are improving in quality 
and are even rising to the top. This means, first, that 
missionaries will have teacher training and supervision as 
one of their main functions, and second, that they will have 
less and less of routine teaching to do. We need train- 
ing that will fit for effective normal work and supervision. 
We need missionaries who can give object lessons in good 
teaching as well as discuss principles, who know how to 
analyze difficulties and help teachers to meet them. 

3. A Better Correlation of Educational Resources . — 
We are witnessing an increasing cooperation of missionary 
agencies in union schools, institutes, committees, standard 
curricula, etc. This means that we need a training that will 
help in the correlation and strengthening of school systems, 
and in standardizing them. We need missionaries who will 
help us to avoid duplication and waste and get the most out 
of every part of our work. 

4. Courses Which Have Vocational Value . — Every one 
realizes the increasing demand on the part of our pupils for 
an education that has a direct bearing on the needs of life. 
This means that we need a training in curriculum construc- 
tion, especially along vocational and professional lines. We 
need missionaries who can discover the principal economic 
needs and help schools in training for them. 

5. An Adjustment of the Schools to the Community . — 

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PREPARATION OF EDUCATIONAL MISSIONARIES 


There is an increasing willingness on the part of non-Chris- 
tian society to accept the contributions of missionary educa- 
tion to civic and national welfare. Christians are no longer 
ostracized as they once were, but are permitted to take part 
in the new national life. This means that we need a train- 
ing that will help in extending the influence of the school 
on the community. We need missionaries who understand 
the contributions that Christian education has to make to 
all the various forms of social life, and who through cur- 
riculum, class work, social life of the school, and personal 
influence and leadership can prepare pupils for the most 
effective Christian participation in society. 

The difficulty of these demands is complicated by two 
facts: first, the missionary education deals with a situation 
where civilization is changing more rapidly and fundamen- 
tally than it ever did in the West. The change is not merely 
one of accelerated internal development, but of grafting on 
wholesale a civilization from other lands. Education must 
further this transition. It is looked to as one of the chief 
agencies in presenting the desired new learning; but it must 
also adjust itself to the civilization which it finds and serve 
and develop all the best elements of the latter. It has one 
of the most delicate jobs in the way of educational grafting 
that has ever been met in the history of education. Second, 
the missionary school stands for religion as an essential part 
of the curriculum. Without any coercion it wishes to pre- 
sent Christian ideals as persuasively as possible through 
personal example, the life of the school, and exposition of 
doctrine. This also creates particular problems. 

II. The Reasons for Their Absence 

The types of training noted above have been rather con- 
spicuously lacking among educational missionaries in the 
past, and for two reasons : 


152 


PROFESSIONAL TRAINING 


1. Educational Candidates Do Not, as a Ride, Have This 
Training. — Educational missionaries come for the most part 
from the following four classes: (a) college graduates 
with or without undergraduate courses in the theory of 
education, and with or without practice in teaching, which 
is usually undertaken for financial reasons; (b) graduates 
of normal schools with or without practical experience in 
teaching; (c) graduates of theological seminaries who have 
sometimes taught to keep the pot boiling, but have rarely 
had the theory of education; (d) postgraduates who have 
sometimes taught their special subject in addition. Such 
persons would in this country be eligible for teaching posi- 
tions in elementary or secondary institutions, or even in 
small colleges. They would not ordinarily be chosen for 
positions demanding teacher training or supervision, admin- 
istrative ability, or constructive educational thinking. 

2. Our System Makes It Impracticable. — The system 
hitherto generally followed does not make it practicable to 
secure the necessary educational training for these types. 
We do not ordinarily send out missionaries who are past 
thirty. We not infrequently send them out under twenty- 
five. Those who are nearest the upper age limit are usually 
those who have not offered themselves long in advance. 
We recommend those who are going out as ordained mis- 
sionaries to take a full theological course, and those who 
are going out as medical missionaries to take a medical 
course of four years with an additional year or two as in- 
ternes. We seldom hold over those ready to sail for more 
than an additional year of educational training. In conse- 
quence, we practically exclude ourselves from obtaining 
those types of educational training which are most needed, 
and which will be needed still more urgently in view of the 
tendencies mentioned above. 

By following the lines of least resistance, we are getting 
the types of educational missionaries that we least need and 

153 


PREPARATION OF EDUCATIONAL MISSIONARIES 


that will be needed still less in the future. Many of those 
we secure at present can do exceedingly useful work along 
varied lines, but along lines which will be increasingly taken 
over by native teachers. Our missionaries will be greatly 
embarrassed with their present training in meeting the 
problems arising in the era of missionary education which 
we are now entering. 

III. The Needed System 

\ 

The moral of this is that we must somewhat modify our 
system for the professional training of educational mis- 
sionaries. 

1. We Must Encourage Longer Educational Training 
at Home. — Cubberley, in his recent book on educational ad- 
ministration, outlines the following training for a superin- 
tendent of education. He suggests a full college course, 
broad in character and with some electives in the principles 
of education; a year of postgraduate work in advanced ed- 
ucational principles and work on some special problem ; and 
then five or six years of apprenticeship as teacher or school 
principal. During all this time the candidate should be 
studying his profession hard by reading, conference, and 
varied first-hand contact. He should do his best to under- 
stand the large social problems about him, and to learn from 
other sources. At the end of this time it might be well for 
him to complete his studies for a Ph.D. in education. 

It is almost unthinkable that any Board would advise an 
educational missionary to take such training. A man who 
graduated young from college, however, could get most of 
this and go out to the field quite as young as many of our 
theological and medical graduates. We must simply make 
up our minds to recommend more thorough professional 
training for at least some educational missionaries. It is 
cheerfully conceded that training is no substitute for per- 

154 


PROFESSIONAL TRAINING 


sonality and native ability, but, on the other hand, person- 
ality and native ability will profit most by thorough training. 
It is absurd to advise an educational missionary who is not 
to teach theology to take a full theological course, but the 
equivalent of one year of selected theological courses would 
be very desirable. 

2. We Must Modify our Furlough System to fit our 
Educational Needs . — There are great advantages in spending 
some of the apprenticeship on the field. The disadvantages 
are that there is less time and opportunity for study and 
growth and too much routine work. The ideal cannot be 
discovered without experiment, and will probably differ in 
different cases. A man should have some capital in educa- 
tional theory and practice before he goes out. After suf- 
ficient experience on the field for further profitable study at 
home, he should come back regardless of the usual furlough 
period, and might need to remain more than a year. The 
missionary who goes to the field without the capital of ex- 
perience mentioned above will profit least by his stay there. 
The length of the first term on the field and of the subse- 
quent furlough will differ in different cases. 

By this means we may hope to get a few missionaries 
who will meet the five types of tendencies mentioned above. 
Without such measures I am unable to see how we can hope 
to cope with the situation that is already upon us. 


THE SPECIFIC TRAINING OF THE EDUCA- 
TIONAL MISSIONARY FOR THE FIELD 
TO WHICH HE IS APPOINTED 

Reverend Professor Morton D. Dunning 

I must approach my theme by trying to separate the in- 
separable. For although it cannot really be achieved, quite 
often for purposes of thinking we make a sharp distinction 

155 


PREPARATION OF EDUCATIONAL MISSIONARIES 


between religious and other education. For the theological 
educator an education in technical theology is necessary, 
if only that he may learn what not to teach. Creeds are 
of little use to people who, along with a real mental and 
spiritual development more or less advanced, yet lack the 
background of thinking, out of which those creeds have 
grown. . The wise religious teacher will go straight into the 
mental and spiritual life of those among whom he is living, 
bringing them to see its realities and then showing them 
how these have crystallized and been given expression in 
the religious development of every race, notably in that of 
the Hebrews, and best of all, in the teaching of Jesus of 
Nazareth. My honored teacher in mental and moral phi- 
losophy, Professor Charles Garman of Amherst, was truly 
a teacher and preacher inspired of God. He used to take 
up a subject, for example, hypnotism, and lead us right 
back to the mental processes involved. He would show us 
that we are all in a hypnotic state of mind from one cause 
or another. Like James, he would make us see the ultimate 
conflict between ideas in the mind, and that each idea 
demands complete and sole possession of the mind and per- 
sonality. Then he would show that there can be only one 
governing purpose in life; all else is subordinate. Then, 
pausing for a moment and saying, “Gentlemen, what does 
the Bible teach on that subject?” he would preach for ten 
minutes powerfully on “As a man thinketh in his heart, so 
is he”; or on “My son, give Me thine heart, for out of it 
are the issues of life.” It is needless to say that at such times 
he held every man in the hollow of his hand and molded 
them for Christian service. 

At the close of one college term Professor Garman gave 
us just one examination question. It was something like 
this: “Part one: Suppose that you are captain of a foot- 

ball team. You have absolute and indisputable knowledge 
that one of the members of your team has sold out the game 


156 


SPECIFIC TRAINING 


lO your opponents. The other members of the team know 
nothing about this fact. What course of action, or what 
courses of action, are open to you as captain of the team? 
State them fully and their results. Part two: You later 
have obtained indisputable knowledge that that man has 
changed his mind. He no longer is going to throw the 
game, but will give himself heart and soul to winning it. 
On the other hand, the members of the team have learned 
of his former treacherous intent, but know nothing of the 
present condition of affairs. State what courses of action 
are open to you as captain of the team and their results.” 
That was his examination at the close of one term in phi- 
losophy. But it set into activity our thinking upon life’s 
problems as long as we should live. At the seminary I 
felt that we were all playing the game of life and that the 
captain of our team was God and that I was the man who 
had sold out the game. It is needless to say that this idea 
got into my views of sin and atonement and repentance and 
forgiveness and other doctrines. Such teaching as the 
above made it possible for me to realize the bearings of these 
beliefs on actual life and to instil other men with my en- 
thusiasm. That is the teaching which molds a man from 
within. The training that will impart it is the specific 
training that is needed for the missionary educator in the 
theological, or in any other field. 

To turn more specifically, however, to the subject in 
hand, I would say that in the educational work theological 
training is not a first requisite, at least not for teachers as 
a class. What need has a man who is to teach industrial 
training to enter into delicate theological distinctions? I 
cannot see that they have much to do with making bricks 
or sawing lumber. Only a certain percentage of missionary 
educators have the wide-ranging personal responsibilities 
which would make a theological course worth while as a 
preparation. Not very long ago, having heard that a cer- 


157 


PREPARATION OF EDUCATIONAL MISSIONARIES 


tain mission Board had provided an educator for a certain 
position, and being in touch with a man who could, I thought, 
be fitted, if he was not already fitted, for that particular 
position, I went into the office of that Society and asked the 
secretary in charge if such an appointment had been author- 
ized. He said at once, “Yes, we want a fine man full of 
evangelistic zeal for that place.” I felt like exploding then 
and there, because I have had not a little experience with 
people filled only with evangelistic zeal, who are rattling 
around in such educational positions. If zeal was to be the 
supreme test of a man for a place like the one in question, 
I despaired of adequate results. Of course I said nothing, 
but I fear that St. Peter awarded me at least two black 
marks. 

The primary essential for success in important educa- 
tional leadership abroad, as we heard last night from Dr. 
Orr, is ability and experience which will enable one to meet 
the competition in educational work. He must make good. 
I care not how much evangelistic zeal a man has, if, as an 
educator, he cannot command the respect or feeling of his 
pupils. The prime essential is that he shall make good as 
an educational leader and then translate his influence into 
Christian character and life. It is in these applications that 
his evangelistic zeal must show itself. When a candidate is 
known to possess the essentials of educational ability, then, 
of course, his character must be examined. No educator 
can ever be a success on the field who is not a true Christian 
man, cheerfully loyal to missionary ideals. 

But let me mention two suggestions which bear on the 
specific training for the field to which the missionary is 
appointed. I speak from the point of view of one who has 
given his life to the teaching of English, particularly English 
conversation in Japan. I am one of those who have been 
referred to as going out for evangelistic work and finding 
himself in the educational field. I am conceited enough to 


158 


SPECIFIC TRAINING 


think that I have made good in the field that has been given 
to me. But I simply refer to it to show my specific view- 
point. The first of these suggestions is that a man should 
have a good training in phonetics, if he is going to be an 
educational missionary. The first reason is that such a 
training enables him to analyze and understand better his 
own rules of speech. The second is the ability that it gives 
him to learn the language of the country to which he is 
going. I had never had any training in phonetics when 
I went to the field, and I found it necessary to know how 
and why sounds are made. I wonder how many people in 
this room could tell me off-hand how one makes the sound 1. 
What is the difference between its pronunciation and that 
of the letter r? It makes a lot of difference when you are 
in a restaurant and are asked if you will have a little “lice” 
in your soup. Or, when you are a professor and somebody 
asks you to “co//ect” a paper. You need to be able to ex- 
plain how these letters are formed and the difference be- 
tween them. If one takes a course in phonetics he gains 
that ability to analyze his own pronunciations and to explain 
them to others. He also is greatly helped in learning the 
language of the country to which he is going, which is quite 
essential to him, if he is going to be in full sympathy with 
his students, to share their lives, and to get into their minds 
as Professor Garman got into those of his pupils, training 
them from the start in clear thinking. 

In the second place, any educator who goes out into the 
foreign field should have a thorough course in psychology 
and philosophy. He needs to know the mental processes 
through which an individual goes in grasping a fact or in 
setting it forth. He needs the ability to read and guide the 
minds and thinking of others. You can apply this to all 
kinds of teaching, even the humblest. I have applied it to 
the teaching of English conversation. Some seem to think 
that one who can speak the English language can teach it. 

159 


PREPARATION OF EDUCATIONAL MISSIONARIES 


But the teacher of English to foreigners must analyze the 
great mental concepts that lie at the basis of English, start- 
ing with the simplest and leading up to the most complex. 
These concepts are three, first, that of space relations, the 
earliest concepts of the child. He wants to know where a 
thing is, he wants to find it. The second is the concept of 
time, indicating before and after, a while, since, just before, 
just after, a long time, before long, the time after. It is one 
of the most difficult concepts to get into the Japanese mind. 
The third great relationship is that involved in our speaking 
to each other. It is easy enough to get a simple question, — 
“Will you go with me?” and its answer, “Yes, I will go with 
you.” But much of our conversation is more complicated. 
Suppose I say: “I went to him and asked him if he would 
go with me and he said he would go.” That would raise 
the whole subject of indirect discourse. This concept of 
personal relationship permeates our whole language. One 
can hardly utter the simplest sentence without its getting 
in. When you begin to teach a Japanese boy English you 
find you must begin with the simplest thoughts and words. 
Instead of entering a building, you have got to go into it. 
After a long time you can combine them in our Latin 
vocabulary and say “enter.” But those different shades of 
meaning that run all through our language require much 
time and patience. The one who does this well finds a rich 
reward, but he must be really prepared for his task. 


160 


THE TRAINING OF THE EDUCATIONAL MIS- 
SIONARY DURING HIS FIRST PERIOD OF 
SERVICE ON THE FIELD AND DUR- 
ING HIS FIRST FURLOUGH 

Professor Walter E. Hoffsommer 

Continuation training for the missionary on furlough is 
a peculiar development of the last ten years. It is valuable 
for every missionary worker, but particularly for the mis- 
sionary educator. Continuation training for the teacher 
at home is felt to be needful. How much more for the mis- 
sionary teacher whose task is even more complex! In the 
emphasis which has been laid upon the evangelistic side of 
missions, the needs of the educator have taken until recently 
a secondary place. In common with educators in general, 
missionary leaders have been prey to the fallacious idea that 
a man who has studied a subject must therefore be able 
to teach it to others. In respect to the evangelistic work 
this has not been the case. Three years of specialized train- 
ing is a sine qua non before men are considered as adequate 
or acceptable for the task. That is, the mere heart knowl- 
edge of Christianity is not deemed sufficient for a successful 
career as a winner of souls, and rightly so. 

A young man came out to Japan as a teacher and at a 
mission meeting soon after his arrival requested two years 
for the study of the language. A senior evangelistic mis- 
sionary turned to him with the question, “And why do you 
wish to spend so much time in this difficult language study, 
since you have come out to engage in educational work?” 
The young recruit was compelled to give a reason for the 
hope that was in him, namely, that his work would be a bit 
more than mere instruction in English, that though unor- 
dained he might in a large and useful way find a place 
among the regenerators of that land. 


161 


PREPARATION OF EDUCATIONAL MISSIONARIES 


This incident illustrates the old attitude toward the 
missionary educator which fortunately is rapidly giving 
place to broader conceptions of the value and magnitude of 
his task. If Japan, with certain limitations, may be con- 
sidered an index of the future in other mission lands, we 
must prepare to maintain our prestige and enlarge our field 
of inspiration, or be content to see many of the brightest 
minds lost to the Christian faith in the later years of their 
education, under the leadership of European and American 
professors brilliant of intellect and scholastically qualified 
for the higher positions in advance schools, but often openly 
agnostic or skeptical. 

China today is looking for specially trained men to 
establish her school system on lines to harmonize with the 
change of her political ideas. Are there not missionary 
educators who can enter into this large field of usefulness 
and influence ? Can we not, by better qualifying our teachers 
already tried in the service, keep the standard of our schools 
at least abreast of those which will be established by the 
government? Must the missionary educator be content to 
disseminate only the crumbs of educational life, because he 
has not a knife or only a very short one with which to 
divide the loaf? 

Let us now consider some of the specific problems and 
conditions which confront the missionary teacher. The 
general consensus of opinion of those experienced in the 
matter is that the missionary educator begins to do his most 
effective work after his first furlough, because the years of 
the first term are required to gain that command of self and 
that control of environment which will direct the educational 
processes within and without to specific and determined 
ends. During the progress of his first term the missionary 
educator makes several important discoveries as to his 
limitations and abilities for the position in which he finds 
himself. As he enters eagerly upon the elusive pursuit of 

162 


FURLOUGH TRAINING 


the linguistic ignis fatnus he meets a difficulty which does 
not confront his evangelistic colleague. The nature of his 
work gives him classes in English, either in Bible or cultural 
studies, and he soon finds to his surprise that his attempts 
to use the vernacular are discouraged by his students, who 
make him feel that he is their especial property for the prac- 
tice of poor English with no reciprocity clause in the agree- 
ment. This is certainly chilling to his ardor for a while, 
but his ideal constrains him, and he tries to make headway 
with the language in spite of the obstacles. 

A second discovery is not long in coming, namely, that an 
adjustment of a most delicate nature must take place in 
relation to his fellow missionaries. He discovers, perhaps 
in a conscious way for the first time, that he is a most 
extreme individualist, and that his co-workers are of just 
the same metal; in short, that he who volunteers for mis- 
sionary service must first have the qualities necessary to 
break away from the crowd and set up certain living and 
commanding ideals in the quiet of his own soul. From being 
a spiritual leader in his college group, he has become a unit 
in a group of spiritual equals. And in some countries this 
readjustment is not confined to the group of his own fellow 
nationals. 

Furthermore, after a time, when the strange attractive- 
ness of the new land has passed away, the dual nature of his 
problem opens out before him; he finds there are two strings 
to his bow. He must conquer the foreign land in language, 
customs and thought; he must maintain connections with 
the base of supplies in his native land. The more quickly 
he recognizes the scope of his problem, the better will it be 
for his peace of mind and his future accomplishments. 
Return to the home land does not give relief to this problem ; 
its dual nature continues, for there he must take advantage 
of the opportunities for improvement which the ordinary 
furlough is supposed to afford, and at the same time in 

163 


PREPARATION OF EDUCATIONAL MISSIONARIES 


deputation work interpret the land of his choice to his fel- 
low countrymen. A plain, clear-eyed recognition, then, of 
his dual problem, is one of the essentials in the training of 
the missionary educator during his first term on the field 
and during his first furlough. 

Having discovered the lions in the way, his next duty is 
to get by them. In spite of all discouragements, he must 
get the language or remain always a pedant of things 
foreign. He must get it in spite of the fact that much of his 
work in the early years, and possibly through life, will be 
in his mother tongue. Further, let him set himself to the 
life task of understanding the people, regarded by many as 
a more difficult one than understanding the language. Let 
him do this by regular reading and conferences. Let him 
not forget his other self, and see to it that he reads one book 
on the great divisions of human knowledge and achievement 
every year, say, in theology, psychology, sociology, poetry, 
fiction, science. And — easy to say — let the best of these 
books be outlined and critically reviewed and exchanged 
with other workers. If this task seem hard, there remains 
yet a harder one : the direction of studies germane to prob- 
lems evolved from conditions which could not be anticipated 
before actual work had been attempted. If his term be 
seven years, along at the end of about five he should have 
found himself, his interests in the various phases of the 
work, and where his capacities will probably be of the most 
value. Then he should begin to direct his reading in this 
field, with a view to specialized courses that he will take two 
years later in the home land, presupposing that encourage- 
ment is received from his Board for this very thing. 

To summarize these very brief statements: his first term 
will be spent in attacking the language, orienting himself 
and so finding his possible life place, and then looking for 
the completion of his preparation for his life work by study 
in the home land. 


164 


FURLOUGH TRAINING 


Now, the work of the educationist on the mission field is 
not the simple transmission of a body of knowledge from 
one hemisphere to another, but is the more delicate and 
worthful task of leading his students to recognize principles 
not merely national in character, but international. Which 
thing presupposes a knowledge of the standardized solutions 
to various problems as they exist in both civilizations with 
their racial and psychological bases. 

Even well directed and conscious effort will not keep the 
missionary educator up to the level of understanding what 
is going on in the more dynamic West. Conversations with 
those qualified to judge reveal the fact that the returned 
missionary is liable to be a bigot on some very important 
lines of educational thought, and that he needs some strong, 
even though it may not seem sympathetic, jolting. 

The last decade has witnessed a radical change of view- 
point in the progressive educational circles of the West. 
The reading missionary is not unaware of this, but back on 
furlough he is struck full in the face by the flying shrapnel 
of a battle, the din of which had penetrated but faintly to 
his distant and moss-grown crypt. It is safe to say that 
the returned missionary educators at this time in America 
are reconstructing their educational ideals from that of the 
static to the functional or dynamic. If one tje plastic enough 
to see that life is ever at the juncture of bifurcated paths, 
that the word “progress” must be applied to his own life, 
and that new decisions must be made on old lines daily, 
then this process of readjustment is possible without strain, 
produces the larger man, and can work no harm. 

Place, then, in a proper environment the educator ar- 
rived home from the field, and, like the pseudopodia of our 
familiar scientific friend, the amoeba, the various problems 
with which he bristles will reach out and appropriate that 
best suited to their different needs. His quest is distinct 
and defined, but not narrow. It is, in our present day, to 

165 


PREPARATION OF EDUCATIONAL MISSIONARIES 


get an understanding and an appreciation of the changing 
ethical concepts, the materials and institutions through 
which they are functioning and becoming realized, and the 
methods. He should learn why one can divide a dinner 
party as with a sharp knife by mentioning the name of 
“Billy Sunday,” why the church has come to be open seven 
days in a week, the idea behind such a movement as the 
Weekday School of Religion. He should know the precipi- 
tated results of the study of comparative religions, and be- 
come acquainted with the conflict of sides on the questions 
of historical criticism and orthodox and new Christianity. 

He must get what he needs and maintain a balance be- 
tween the newspapers and the textbooks, outside lectures 
and class-room recitations, between Broadway and his own 
cubicle, presidential elections and world politics, personal 
quiet culture and aggressiveness, his own church denomina- 
tion and other denominations, — in short, between the inten- 
sive and the extensive, the inner and the outer, the world 
and the spirit. 

In his attempts to place himself in touch with the best, 
he may find himself at the feet of professors in whom, to 
find the Christian, it might be necessary to scratch very 
deep. The professor may be able to keep his religion and 
his education separate, but the missionary educator dare 
not. He must often supply religious footnotes to the scien- 
tific instruction handed out to him. 

Out of two hundred and thirty-eight calls issued by the 
Student Volunteer Movement this year, one hundred and 
fifty-six are designated simply as “teachers,” forty-three as 
teachers of special subjects, besides thirteen teachers for 
primary and kindergarten, eight as teachers in higher edu- 
cation, eighteen for supervisory positions. Thus we see 
that sixty-six percent, of the teachers who go out this 
coming year know whither they are going, but have only 
that vague something ahead of them known as “teaching.” 

166 


FURLOUGH TRAINING 


The exigencies of the work on the field make a certain 
indefiniteness of preliminary preparation of recruits un- 
avoidable, but when the sixty-six percent, of these recruits 
return to America, they will have seen and known, and 
understand. Is it fair that the missionary educator be made 
to feel that he is in a blind alley as far as professional 
progress is concerned? Dr. Farrington was visiting one of 
the French normal schools; he asked the directress what 
became of the girls who failed. She replied, “Oh, we keep 
them on and give them as much education as they can stand, 
for they will teach school somewhere anyhow.” We might 
ask, “What becomes of the missionary educators who fall 
behind the times?” “Oh, we keep them on for life; some 
slip down into a lethargy of innocuous desuetude, some 
struggle on with hearts saddened for the opportunities they 
could not enter into, but they all teach school somewhere, 
some way, anyhow.” 

What subjects for study will the missionary educator find 
most useful? If we mention specific university subjects we 
might suggest Bible, educational psychology, educational 
sociology, philosophy of education, philosophy of religion, 
history of religion, administration, comparative education, 
politics, in such quantity as will best serve the educator in 
his peculiar position. Add to this any specific subject that 
his field seems to call for, with methods of teaching it. 

If the spirit of this paper find an affirmative response in 
the active policies of the Boards at home, some of the things 
which will naturally follow are: 

•1. Two years will be allotted for language study in the 
first term on the field. 

2. The length of the first term of service will be adjusted 
to give a larger preparation without loss of time for those 
who find themselves early. 

3. The length of the first furlough will probably be ex- 

167 


PREPARATION OF EDUCATIONAL MISSIONARIES 


tended, with additional money allowances for added student 
expenses. 

4. Furloughs will be arranged with reference to the be- 
ginnings of semesters and summer sessions. 

5. Missionary educators will be encouraged to work for 
their M.A. during their first furlough. 

6. One man at least in each field will be given a chance 
to secure his doctorate in education. 

THE DISCUSSION 

Dr. Sailer. — I have been quoted as if I did not believe in any 
theological training at all for educational missionaries. I do think 
that the equivalent of one year of theological training would be 
highly desirable for all educational missionaries. The less technical 
theological courses are the ones most needed. What I planned to 
say was that I do not think the educational missionary has time to 
take a full theological course of three years. At least half of that 
time would be wasted. 

Dean Balliet.— These discussions have interested me, because 
my life work has been the training of teachers in this country. I 
have been impressed by the close similarity of the demands of the 
foreign field to the demands of schools under American conditions. 
I have been very much impressed by the fact that the training of 
the teachers who are going to the missionary field differs, after all, 
not very widely from the training teachers need for work in the 
United States. I venture to say that the teacher who is conspicu- 
ously successful in school work here, and is not too far advanced 
in years, would make a strong teacher in the foreign field, if he 
had any degree of native adaptability. We used to suppose that 
foreigners would not make good teachers for the language work 
of high schools. I have had experience with both Americans and 
foreigners and have found that those teachers of German and French 
in American high schools who were born and educated in foreign 
countries, and were trained as teachers there and had received a 
license to teach, were quite able to manage American boys and girls. 

As to degrees, I would think it a mistake to urge teachers of 
experience, who return to a university for graduate study, too 


168 


FURLOUGH TRAINING 


strongly to take a Ph.D. The universities are highly technical in 
their demands. They are often fussy about things that do not 
count in actual work. There are details absolutely required for the 
doctorate by the faculties and by individual members of each fac- 
ulty, that are of no consequence, except in research work. The 
specialization and training for pure investigation tends to make a 
teacher narrow. If I were again a superintendent of schools, I 
should avoid the Ph.D. in making appointments for a high school. 
When a teacher of physics goes in for specialization, he may be- 
come a master of one branch of physics, but on other lines of physics 
he may have very little to teach the boys and girls in the high school. 
We need teachers of science in American high schools who have a 
pretty general knowledge of the whole field of the natural sciences, 
so that they can take their illustrations for any one science from 
the whole field. The teacher of science in an American high school 
ought to be able to teach any one of the natural sciences. To 
teachers in colleges this does not apply. They must specialize 
somewhat narrowly. 

No man has ever become wise by degrees and we tend to make 
too much account of them. It has been said here that in China 
children want to know something that will help them to get on 
in the world. That is exactly what we ought to have here in 
America. Our college course is by two years too long. We should 
add two years to the high school course, lengthen professional 
courses, and then admit to the professional schools directly from 
such high schools, as is done all over Europe. That would probably 
do away with the bachelor’s degree. The medical schools and law 
schools are admitting all over the country now largely at the end 
of the second year of college work. That is, there are only two 
years of college work required for admission to good medical and 
law schools. It hardly seems possible for us to insist universally 
on the bachelor’s degree for entrance to professional schools. Only 
a few professional schools attempt to enforce such a standard. 

How will all this affect the foreign field? The competition of 
the great national universities, like those of Japan and South Amer- 
ica, about which we have heard at this conference, will, it seems 
to me, become less dangerous, if denominational colleges are sup- 
planted by denominational secondary schools of ample range and 
equipment, from which they may afterward go to the universities. 
The church ought to so impress itself upon these students during 
a secondary school period, which would include two years of our 

169 


PREPARATION OF EDUCATIONAL MISSIONARIES 


present college, as to make it safe to send the young people to the 
university. If not, how will they ever be safe to go out into life? 

The value of phonetics in teaching languages, which has been 
mentioned, has been realized in Germany and in the best American 
schools. If I were advising missionaries with reference to learning 
languages and the methods of teaching them, I would advise them 
to go to some of the evening schools of New York City and watch 
the skilful way in which teachers train the people of the many 
nationalities represented in this polyglot city. They are teaching 
in a comparatively short time both to speak and to write the En- 
glish language. The best teaching of foreign language is done in 
those evening schools rather than in the average high school. The 
difficulties to be overcome are, I imagine, precisely like those to be 
overcome in the missionary field. With these admirable schools 
for observation, and no doubt for actual practice, the universities 
of New York City could have little difficulty in training efficient 
teachers for the schools in the foreign missionary field. 

Professor O. E. Brown.— Let me offer a little protest on behalf 
of the theological seminary and its training. I protest against the 
impression that Professor Dunning has left regarding such training. 
It is not a fair treatment of the seminary as an institution to declare 
it to be merely a school of metaphysical refinements. The inter- 
pretation of the New Testament may be metaphysical, but it is 
none the less extremely practical and personal in its values. If 
the application of the principles of Jesus to the social order in 
which we are living, and to the understanding of life in terms of 
the great revelation of life which Jesus Christ made are meta- 
physical, then no one should go to the foreign field without a course 
in such metaphysics. Our seminaries are not dealing with matters 
beyond ordinary comprehension, but are in touch with the facts 
of today. They are handling our great social problems in the 
light of the teachings of Jesus. They are relating the great prob- 
lems of life to the facts of civilization. Why philosophy should 
be studied but never theology, I cannot understand. Theology has 
its particular value, as now taught, in its adjustment of the studies 
of our social order to the great revelation that came out of historic 
Christianity. I would say that at least one year should be devoted 
to the mastery of this religious philosophy of life as it was initiated 
in the Old Testament and was made perfect in the New. Such 
knowledge seems fundamental for any man who is soon to go out 
as an educational missionary. 


170 


FURLOUGH TRAINING 


Professor St. John. — In India we are accustomed to teach sub- 
jects more thoroughly than they are taught on the average in 
America. Take logic, for example. We teach logic for two years 
there and it is a stiff course from beginning to end. We teach 
psychology in the ordinary B. A. courses much more fully than 
we do here. We teach a straight four years’ course of chemistry. 
And in mathematics the work that is done during the college course 
is far beyond anything undertaken in any B. A. course in America. 
Consequently a first-rate teacher ought to be a specialist. This is 
not simply the demand of universities, though universities make 
it. It is the demand of conditions that exist because we are dealing 
with a people who have been accustomed to their own type of 
education for many centuries. To kindle a thirst for our type of 
education, it must be imparted by men of real ability and training. 
I believe that a few of our men should have won doctorate degrees, 
in order that they may do a type of investigation which will com- 
mand the respect of the people of the East. 

Canon O’Meara. — May I be allowed to say just a word of ap- 
preciation of the chief address this morning, contributed by Dean 
Russell? It seems to me that at the very outset of his address he 
touched upon a vitally important matter. I refer to his emphasis 
on the importance of developing the quality of leadership as fun- 
damental to missionary education and to other activities in the 
mission field. If we are to have men who will command the respect 
and confidence which is needed on the mission field, they must go 
out there prepared by their early education to take a position of 
real leadership wherever their life service is to be fulfilled. To 
send them out with only an average preparation is, in my humble 
judgment, a very serious mistake. 

When, however, Dr. Russell discussed the best method of obtain- 
ing this preparation for leadership, I, for one, would not be prepared 
to go the whole way with him. It seems to me that in our day we 
are in great danger of beginning the process of specialization at 
too early a stage in the education of our young men and women. 
If we prevail upon a student to decide at too early a period what 
he is going to do in life, it seems to me we are making a serious 
mistake which may more or less mar his future usefulness. I can- 
not feel that the present tendency to depart from those broader 
cultural and general lines of education, which in the past have 
been emphasized in the United States and Canada, is either a 
sound or safe policy to pursue. Let us rather endeavour to lay 

171 


PREPARATION OF EDUCATIONAL MISSIONARIE' 


broad and deep the foundations, and be content to wait for a timv 
for the signs of real development along the lines of inclination and 
gifts before directing our students toward definite specialization, the 
importance of which later on I do not wish for one moment to 
minimize. 

Professor Webster. — I would like to inject a statement that, when 
I came home a year ago last summer and was considering where 
and how I could best use my time, I encountered just the difficulty 
mentioned by the first speaker. I found in a number of universities 
all over the country an opportunity to do a great deal of interesting 
work, but it was not work that would count directly on my prob- 
lems in China. To be concrete, I found that the requirements for 
a Ph.D. would necessitate a brushing up in French and German. 
I had spent two years on German in college and knew a little about 
it. I had not taken French. In my field of study the amount of 
literature made it possible for me to get more than I could assimilate 
from the English alone. I have acquired the Chinese language to 
an extent that makes it possible for me to look into its literature. 
Why should it not be possible for me to utilize that highly spe- 
cialized knowledge toward a Ph.D. degree? I wonder whether 
some practical steps could not be taken to make it possible for 
some men to come back from the field and take a doctorate degree, 
when our specialty on the mission field has a sufficient literature 
of its own, without being compelled to make up so much work in 
French and German. There in the East, great emphasis is put 
upon culture. These degrees would be of great value to educational 
missionaries. If our energies could be concentrated on our imme- 
diate problems, many men would be encouraged to undertake the 
difficult task of winning such a degree because of the added in- 
fluence that it would give to Christian education. It would stimu- 
late Christian educators to fit themselves more adequately to deal 
with the problems confronting them on the mission fields. Such 
studies, if made possible, would almost certainly react to the ad- 
vantage of Western education as the comparative studies of relig- 
ions, and of methods of religious work on the mission fields have 
resulted in distinct advantages to the home churches. 

Dr. Goucher. — I think, Mr. Chairman, that possibly we have not 
gone back quite far enough in our thinking on this question of 
specialization. God created man for fellowship ; that is, that there 
might be a personality with whom he could have fellowship. If 
such fellowship is the objective of Christianity, we each should be 
a replica of Jesus Christ. I take it, therefore, that personality is 


172 


FURLOUGH TRAINING 


the distinct objective of missionary activity and of missionary 
education ; and that all missionary education is intended to facilitate 
or hasten or to prepare agencies for hastening the development of 
personality. In personality we touch the whole man and all his 
possibilities. The trouble with much of the education of the present 
age is the fact that it is merely an interpretation of the commercial 
spirit. The pupil asks how education can be made to earn his 
living as soon as possible? 

In our discussion of specialization we have lost sight of the true 
specialist. The real specialist is a broad man sharpened to a point. 
A narrow man is a hobbyist rather than a specialist. A specialist 
knows one thing thoroughly, and that thing in its varied relations. 
A narrow man may dig a deep groove, but he cannot make the 
constructive impression of the true specialist. I believe, therefore, 
that we must retain the broader cultural features of our college 
curricula as truly fundamental to the development of successful 
missionary specialists. Such men must be quadrated with their 
environment and be able to demonstrate that Jesus Christ is the 
Lord God, and that “godliness is profitable to all things;” but their 
cultural training will be a large asset, essential to the best invest- 
ment of their lives. Many boys in later adolescence think that they 
know what they are going to do in life ; therefore they are ready 
to specialize at once to get themselves into profitable employment 
as soon as possible. But it takes broader cultural instruction and 
a comprehensive college course to enable a person to reach out into 
a new environment, to quadrate himself with new facts and with 
larger horizons and to come to the discovery of his own aptitudes 
and of the greatest possibilities of his own efficiency. Such broader 
culture is fundamental to the sort of efficiency demanded in leaders 
on the mission field. 

Professor Buck. — For many types of efficiency degrees may be 
all right, but some practical knowledge is very essential for those 
who are to be agricultural teachers. I wrote to my Board about 
this matter, but the secretary could not tell me what degree would 
be of greatest value. I planned to take a master’s degree, but came 
to the conclusion that practical experience was worth even more. 
So I obtained a position with the largest seed company in the 
United States, and have been there for a year. I think it will be 
more valuable for my purposes than the master’s degree, although, 
when possible, I deem it advantageous to follow such practical 
training with an advanced degree. 

Dr. Rawlinson. — It has been said that missionaries do not need 


173 


PREPARATION OF EDUCATIONAL MISSIONARIES 


doctorates and masters’ degrees and decorations of that descrip- 
tion. Perhaps they do not from one point of view, but I am 
glad that it has been pointed out that from another point of view 
they are valuable. I think missionaries in China need them for 
the reason that many of the young Chinese leaciers today have 
such degrees. If they see a man engaged in mission work without 
a similar degree, they are likely to have a suspicion that his educa- 
tion is deficient. Missionaries must be able to keep step with 
China’s own sons. 

It seems to me, therefore, that institutions in North America 
should take some account of the special knowledge a missionary 
has acquired, when he makes application to qualify for a degree. 
This would encourage missionaries to come back and try for 
advanced degrees. 

Dr. Dunning. — The same thing is true in Japan and China. The 
man who can show a degree after his name stands a great deal 
higher in the esteem of students than the man who has none. 

Dr. Faust. — I was graduated from a state normal school, then 
from the classical four years’ course in college and then from a 
theological seminary. Then I went to Japan and did educational 
work for seven years. My Board lengthened my first furlough, so 
that I might take a doctorate degree in one of our large universities. 
After receiving that degree, I went back to Japan eight years ago 
and began my work again. I wish to bear testimony that my 
influence was very much greater than before. During the first 
seven years I had acquired the language so that I could speak and 
preach in Japanese. That trouble had largely been eliminated. 
But I found that whatever I had studied during these years of 
technical study was of real use. German and French I had studied 
in college, so that they were not a bugbear to me. I would rather 
say that they have been an immense help to me. Three subjects 
on which I specialized were sociology, history and pedagogy. When 
I went back to Japan I started work for the prevention of tuber- 
culosis. We formed a little organization with about three hundred 
members. There are now over eight hundred branches in Japan, 
although when our little organization was started there was only 
one similar body in the empire. Enterprises of that sort, which 
can be developed only by those who have had special training, are 
the best evidence of the value of encouraging a missionary to 
specialize. 


174 


THE RELATIONSHIP OF MISSIONARY EDUCA- 
TION TO SOCIAL AND ECONOMIC 
PROGRESS 

Professor Daniel J. Fleming, Ph.D. 

I. The School as a Social and Economic Institution 

The object of this paper is to select five relationships of 
missionary education to social and economic progress and 
to indicate how great is the resulting task that the educa- 
tional missionary must face. No attempt will here be made 
to catalogue the social results of educational work abroad 
— great and varied as these results acknowledgedly are. 

1. The first relation of missionary education to social 
and economic progress arises from the essential function 
of the modern school. Four outstanding social institutions 
contribute to social achievement, viz., the family, the school, 
the church and the state. Amongst these, the school has 
become an increasingly important agency of social evolu- 
tion, because society is assigning to the school other social 
functions than the discovery and impartation of knowledge. 
The modern school is ministering to a far richer variety 
of needs than it was even twenty years ago, and a candi- 
date for educational work abroad, unless professionally 
trained, can scarcely appreciate the responsibility he as- 
sumes in dealing with an institution upon which such en- 
larged demands are made. 

In virtue, then, of the fact that a mission school is an 
educational institution, modern ideals demand that it should 
definitely function for social progress. The education of 
today aims to develop initiative and independence, along 
with the socialized mind and heart and will, so that its youth 
may enter with constructive efficiency into all their social 
relationships. Education at its best is recognized to be for 
service and efficient citizenship, and if it falls short of this 


175 


PREPARATION OF EDUCATIONAL MISSIONARIES 


social outlook, it has failed to catch the lesson of our time. 

In the light of these obligations placed upon modern ed- 
ucation, no Christian missionary could utilize the school 
merely as a bait for evangelistic results or for securing for 
his message an audience otherwise difficult to reach. He 
will realize that whatever other objects he may have in 
mind, his school must fit its pupils to meet the human needs 
about them. The Christian integrity of the missionary ed- 
ucator is at stake here. It cannot be too emphatically 
pointed out that the very utilization of school and college 
by Christian missions involves them at once in a primary 
obligation of facing the problems of fitting students to par- 
ticipate efficiently in family, community, church and nation. 

Missionary education has its own specific aims, but as 
education it must not shirk or skimp the large and sacred 
function assigned it by society. Social progress is a part 
of the aim of every modern school, and a missionary educa- 
tor’s keenness for evangelistic results must be in addition 
to, not as a substitute for, his loyalty to the function of the 
school itself as a social institution. 

2. But the mission school is not only an educational, it 
is a Christian institution as well. As an integral part of 
the missionary movement it aims to win men to Jesus Christ 
and to make fullest loyalty to him possible and probable 
through Christianizing not only the individual but the col- 
lective aspects of society. This distinctively Christian aim 
gives missionary education still other relations to social and 
economic progress. For, while it may be acknowledged that 
no change in external conditions of life, however great, will 
in itself suffice to save a man, yet we are learning that cer- 
tain social circumstances may greatly hinder or endanger 
the highest Christian life, so much so as, in some cases, to 
make the Christian life highly improbable. 

Over and over again missionaries on the field have been 
driven in spite of an ultra-individualistic conception of sal- 

176 


EDUCATION AND SOCIAL PROGRESS 


vation to forward social welfare for the sake of their goal 
as they conceived it. This has been markedly true in Africa 
where the simplest evangelistic approach to the individual 
has increasingly been supplemented by efforts to Christian- 
ize the social complex in which the individual finds himself. 
For example, if one cause of polygamy is found in the fact 
that large farms require many laborers, and that wives are 
the cheapest form of labor, then the religious and moral 
appeal for a monogamous life may be supplemented by im- 
proved farming methods and machinery which will enable 
a monogamous family to live. 

If immoral conditions may in part be traced to overcrowd- 
ing in small mud huts, the spiritual impulse to a pure life 
may be buttressed by the introduction of a better type of 
housing. We may say with confidence that in many areas 
the low economic level practically makes impossible the as- 
similation of Christian ideals, and this fact compels a mis- 
sion to ask its educationalists to take up the intricate 
problem of industrial education. Social psychology has 
taught us that the idea of a separate individual is an ab- 
straction and that the real thing is human life, which may 
be considered either in an individual aspect or in a social. 
When we emphasize separateness, freedom, responsibility, 
we think of the individual aspects of this life; and when 
we emphasize the play of social forces and the resulting 
social complex, we think of life as society. It must not be 
forgotten that there are these two foci in life, and that it 
is a dangerous abstraction to take into consideration the 
individual aspect only. From this standpoint the educa- 
tional missionary will want not only to evangelize the in- 
dividual, but to evangelize the great social forces, and thus 
capture for Christ the whole social climate by which the 
individual is surrounded. And for us the progressive em- 
bodiment of the spirit of the kingdom is an integral part 
of social and economic development. 


177 


PREPARATION OF EDUCATIONAL MISSIONARIES 


Let us note then, in the second place, that missionary 
education which promotes social and economic progress, 
which creates conditions and atmosphere conducive to high- 
est Christian discipleship, thereby becomes a direct factor 
in the attainment of the goal of missions. 

3. Missionary education is, in the third place, concerned 
with social and economic progress in that this progress af- 
fords an expression of the gospel. Inasmuch as God is 
characterized by self-giving, serving, self-sacrificing, pur- 
suant love, and in so far as the end placed before us is to 
become like Him, the mission educator must seek the social 
and economic progress of his constituency as the inevitable 
expression of the Christian dynamic of his life. Now, it is 
through a modernly conceived school, more than through 
any other social institution, that Christendom may share 
what solutions of value have resulted from nineteen cen- 
turies of Christian permeation of life. And surely to give 
the simple gospel without sharing the best of what that 
gospel has wrought in the development of social conscience 
and in the embodiment in institutions of Christian princi- 
ples would be to fall far short of the love-opportunity pre- 
sented by the appalling needs of the non-Christian world. 
The United States, two generations ago, and Great Britain, 
earlier still, gradually passed through an industrial revolu- 
tion that is striking almost every non-Christian land with 
unparalleled suddenness. Many are the lessons, valuable 
and costly, which the West has learned. Should not our 
missionary educational systems, as such, feel obligated to 
organize in suitable institutions courses which would develop 
leaders better able to meet the inevitable industrial transi- 
tion, with its accompanying social problems? 

4. The distinctively Christian aim of missionary educa- 
tion relates it in a fourth way to social and economic prog- 
ress in that the social applications of Christianity constitute 
a powerful part of the Christian apologetic. The record 

178 


EDUCATION AND SOCIAL PROGRESS 


of the transforming power of the gospel when brought to 
bear upon society has made many a non-Christian pause and 
think. A pessimistic or fatalistic philosophy is encouraged 
by the catastrophes before which the Orient has so long 
been helpless. But this view of life yields more readily to 
an optimistic Christian interpretation when eyes long blind 
with cataract are opened, death rates lowered, and the causes 
of famine removed. 

5. In the fifth place, missionary education is related to 
social and economic progress in that, in the division of labor 
in the mission enterprise, education has been assigned such 
a large part of the responsibility for making possible a self- 
supporting church. All who, with Henry Venn, look for- 
ward to the euthanasia of the mission, must be exercised 
over the exceedingly low economic conditions amid which 
most of the churches on the mission field have arisen. If 
these churches are to attain economic independence of parent 
churches, their members must receive training in more pro- 
ductive forms of industry. This has led missionary educa- 
tors to introduce various forms of vocational education — 
industrial, commercial, agricultural, engineering, mechani- 
cal — depending upon local conditions. This type of educa- 
tional contribution has proved most stubborn of solution. 
The mission field is strewn with failures to better, through 
vocational schools, the economic productivity of the Chris- 
tian community. No phase of educational missions is more 
important or requires for its pursuit more broad and thor- 
ough preparation, inasmuch as constructive work of the 
most practical sort must be done to win success amid con- 
ditions where industrial solutions of Western countries can 
not be blindly copied. 

In the pursuit of the aim of making the church econom- 
ically independent, there is great danger that the school will 
turn out individuals interested only in their own advance- 
ment. Special care in all such work should be taken to 

179 


PREPARATION OF EDUCATIONAL MISSIONARIES 


guard against selfish individualism on the part of the 
student. 

II. The Task of the Missionary Educationalist 

1. In the first place, it is evident that he must attempt 
to send forth students who will look upon their lives as held 
in trust for the good of the whole group. He will attempt 
to organize his school so as to develop social intelligence, 
imagination, appreciation, conscience and power. The ef- 
fort will be made to instil Christ’s direction to seek first 
the kingdom of God, so that the student will not have as 
his goal how far he can get on, but how far through him 
the human family can get on. We submit, however, that 
this aspect of the aim of a Christian school is one of the 
most difficult to realize, and any one attempting it should 
have at his disposal the best means Christian educational 
experience can suggest. 

2. Secondly, since socially efficient character is formed 
only through social experience, the school will attempt to 
lead students of all ages out into appropriate social service. 
Reports which come from educational institutions in such 
centers as Canton, Peking, Tientsien and Shanghai in China, 
and such centers as Kandy, Bombay, Calcutta, Lucknow, 
Lahore and Srinagar in India, show that this extra-curric- 
ulum means of developing social vision and responsibility 
has been very widely used. 1 Lectures on health, science 
and education have been delivered; night schools have been 
opened and taught; medicine and pamphlets on sanitation 
or prevention of disease have been circulated; hospitals have 
been visited; cities have been cleaned up; surveys and social 
studies have been made — work too manifold to mention in 
detail here, has developed a wholly new social conscientious- 

1 Chinese Recorder, May 1909; Mar., 1914; 1916, 209-11; China Mission 
Year Book, 1915, 322-3, 326-7; Constructive Quarterly, 1913, 571-83; Interna- 
tional Review of Missions, 1914, 137-149; Young Men of India (Department 
of Social Service). 


180 


EDUCATION AND SOCIAL PROGRESS 


ness amongst students, especially in China and India, and to 
a less extent in other lands. Now, the significance of these 
results lies not simply in the social progress attained by this 
student effort, but in the socializing of the students partici- 
pating in these movements. Their value lies in the fulness 
and wealth of social experience which they mediate in the 
close contacts which they necessitate, and in the clearer 
vision of the tasks and obstacles and forces and hopes which 
are involved in human uplift. 

3. But in the third place, not only are students to be 
led out into the community in activities of social helpfulness, 
the community is to be brought to the school. A wider use 
of the school plant should be attempted on the foreign field. 
Here and there we find mission schools which have at- 
tempted something in this direction. School libraries have 
been opened; evening and continuation and vacation classes 
have been held; instructive and recreational public lectures 
and entertainments have been given ; playgrounds have been 
opened ; the college campus has been opened as a park, as at 
Beirut; social gatherings or parents’ meetings, under the 
wholesome influences of the school, have enabled neighbor- 
hoods to get together. 

4. There is abundant evidence to show that social serv- 
ice by students and a widened use of the school plant are 
found in many places on the field. They afford the easier 
and more obvious steps in making effective the social func- 
tion of the school. But a far more fundamental problem, 
and one which few can attempt without modern profes- 
sional training, is the reorganization of the whole curricu- 
lum with the idea of producing socially efficient individuals. 
Missionary education is related to social and economic prog- 
ress at no point more vitally than just here. From all over 
the world comes the reiterated call for education that spe- 
cifically meets the need of society. Whether it be in refer- 
ence to the mass movements of India or her old style uni- 

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PREPARATION OF EDUCATIONAL MISSIONARIES 


versities; whether of the poor of China or of her eager 
woman’s movement; — in Japan, in Africa, in South Amer- 
ica is the call for constructive, educational statesmen who 
can help to evolve an education really suited to the needs 
of the people. 

This task which confronts our educational missionaries 
may be emphasized by generalizing what was said at Pan- 
ama of the education needed for South America: “Subjects 
of study should represent essential human values, existing 
social processes; the content of these subjects of study 
should be drawn as far as possible from the environment, 
physical and spiritual, of the children taught; these social 
processes should be possible of incorporation into the activ- 
ities of the child; such education should prepare him, not 
for escape from his environment, but for such life in his 
environment as would better it for others as well as for him- 
self ; the methods of teaching should be such as to affect 
genuinely the conduct of the child so as to incorporate into 
his experience the ideals, processes and values sought.” 

We see, therefore, that if mission schools are to make 
their rightful contribution to social progress, we need, as 
missionary educationalists, men big enough to break away 
from traditional models, who can look with clear eye at life 
about them and can shape a curriculum to contribute specif- 
ically to that life. 

This would, in the secondary curriculum, lead, as Dr. 
Sailer has so well pointed out, to more stress being laid on 
courses which prepare for the best type of family life, such 
as hygiene, sanitation, domestic science and child training; 
on courses preparing for vocational life, such as commer- 
cial courses, elementary economics and business ethics; on 
courses preparing for community life, involving good citi- 
zenship, philanthropy and social service; on definite prepa- 
ration for the practical problems of church life ; and, finally, 
the problems of national life should be touched upon, show- 

182 


EDUCATION AND SOCIAL PROGRESS 


ing the need of patriotism along with the yet higher need 
of international brotherhood. 

Considering the low economic stage prevailing in most 
lands, the new education will be far more vocational than 
the traditional literary education of the West which hereto- 
fore has been the model for most of our missionary educa- 
tion. The school will reflect the activity and the industry 
of the community. The work of the home, the farm and 
the shop will be considered in shaping the curriculum. Con- 
sideration will be given to the fact that many communities 
do not desire literary education but do crave anything that 
will raise their economic level. The abolition of illiteracy 
will be only one amongst other aims. 

5. But the missionary educator cannot shape his cur- 
riculum to contribute to economic progress simply from a 
consideration of objective social environment. The question 
of elimination must he considered. A careful investigation 
of 260 day schools in Fukien province of China showed that 
only thirty-seven percent, of the boys remained in school 
longer than two years. One hundred and thirty-two boys’ 
day schools, with 3,261 pupils, reported that out of the entire 
number only 112, or three and two-fifths percent., went on 
into the next higher grade of the school. 1 But since the 
curriculum of the schools was laid out with reference to the 
school with the higher grade, it shows that the interests of 
less than four percent, of the pupils determined the educa- 
tional character and use of the day school. The middle path 
is not an easy one between curricula that will lead and 
recreate society but which students will not follow, or, fol- 
lowing, find themselves overwhelmingly ahead of the ability 
and readiness of society to absorb; and on the other hand, 
curricula that yield everything to the traditional and leave 
society as it is. 

6. Connected with the problems of curriculum are prob- 

1 Report of the Deputation of the Presbyterian Board of Foreign Missions 
to Siam, Philippines, etc., p. 454. 


183 


PREPARATION OF EDUCATIONAL MISSIONARIES 


lems of method, and if educational missions wish to be 
thoroughgoing in their effort to contribute to social prog- 
ress, even the methods of the recitation must he socialized. 
The old ideal of suppression and perfect quiet must yield 
to one permitting more initiative, cooperation and activity, 
if the largest social results are to be obtained from our 
schools. Here one can only indicate this problem. 1 

7. Turning from problems of educational reconstruction, 
let us note that missionary educationalists are in a position 
as is no one else to drive home upon students Christ’s call to 
study as a means of furthering social and economic prog- 
ress. There are so many problems that will yield only to 
prolonged study of the most exacting kind. Men of the 
soil — men with the scholarly, student attitude are needed. 
God certainly will want some of the students of our mission 
colleges or graduate schools to enter the long, hard path of 
research, in order to find solutions for the perplexing social 
problems of their land. If we stimulate native scholars thus 
to study in our educational institutions along with men of 
highest Western learning, notable contributions to social 
progress should result. 

8. In conclusion, let me briefly indicate the contribution 
that the Bible period of our mission schools and colleges may 
render to social and economic progress. In many of our 
fields our educational institutions have for Bible instruction 
as many as five periods a week throughout the year from 
primary through college. This is overwhelmingly more time 
than is given in America, and it is plain that in the proper 
place there would be room for specific courses applying the 
social teachings of Jesus to the peculiar social problems of 
the given land. When the rapid developments of industry 
and commerce are bringing in new conditions, Christian 
principles should be applied to the relations of capital and 
labor, so as to awaken and guide the conscience of the 

1 For an attempt at socializing the content of the curriculum, see China Mis- 
sion Year Book, 1915, 327-8. 

184 


EDUCATION AND EVANGELISM 


church and the community at large. An emphasis should 
be placed on Christ’s message of the kingdom and on his 
social laws of love, service and sacrifice. As the indepen- 
dence of more primitive conditions gives way to the com- 
plex interdependence resulting from the more modern divi- 
sion of labor, the Bible period should interpret the Christian 
solution of the resulting human relationships with their 
unaccustomed rights and duties. The Christian aspects of 
possible life vocations should be treated. There is time for 
such courses, and the demand is for content specifically 
applying the gospel to the actual needs of the community 
in social transformation. 

We have been able to point out only a few of the inter- 
relations of missionary education and social progress. We 
behold the school, because of its aim and very nature, pow- 
erfully affecting social conditions; and on the other hand, 
social conditions powerfully affecting those distinctively 
Christian ends most central to an educational missionary. 
Perhaps sufficient has been said to show that when to his 
obligation to evangelism and to technical education, you add 
his obligation to further social progress in its broadest sense, 
the educational missionary has a task worthy of stimulating 
the greatest powers. 


THE RELATIONSHIP OF MISSIONARY 
EDUCATION TO EVANGELISM 

Dr. Robert E. Speer 

The subject of the relations of missionary education to 
evangelism opens up one of the largest fields of missionary 
discussion in the whole area of missionary policy. This 
afternoon we may hope to deal with only a few aspects of 
the problem. I shall try to select four of these. 

1. First of all, then, I hope we all are ready to accept 

185 


PREPARATION OF EDUCATIONAL MISSIONARIES 


the view that education itself, true education, is in reality 
evangelism. It is a dissolution of error, and all error ob- 
structs the conquest of light. It is a communication of 
truth, and all truth is one truth, the truth of Him who is 
One and all in all. Much unnecessary conflict can be es- 
caped and our entire thought both of education and evan- 
gelism made much more rich and true, if we are willing 
to take this view of the promulgation of all truth as some- 
thing that in its nature is essential and fundamentally evan- 
gelistic. That view is set forth very clearly, and with a 
rather new note, in one of the deliverances of the Shanghai 
Centenary Missionary Conference, among the findings of 
the Commission on Education, from which I quote this 
paragraph: 

“When we reflect that there is a gospel of creation, and a gospel of 
the divine government of the world as well as a gospel of redemption, 
we see that the founding of the school and college is a necessary duty 
of the missionary. In later years since men’s conceptions as to the 
function of the Christian Church in the world have been enlarged, we 
understand that we are not only working for the salvation of separate 
individuals, but for society as a whole. Our great ideal is the estab- 
lishment of the kingdom of God upon earth. We aim at influencing 
all the strata of society. Christianity is to save the world and to bring 
all human relationships, political, social, commercial, and industrial, 
into harmony with the laws of God. The imparting of an enlightened 
and Christian education is one of the great means for the accomplish- 
ment of this end.” 

The memorial of the Conference of the Home Churches 
is not so satisfactory as a statement of missionary aim, 
because it kaleidoscopes some very divergent functions in 
the field of education, functions of the state and functions 
of the Christian Church, which is to abide, and functions 
of the foreign mission, which is a temporary institution and 
agency. But as a statement of Christianity, of the nature 
of our undertaking and of the results that we seek to 
achieve, it is, I think, a legitimate word. And I have 


186 


EDUCATION AND EVANGELISM 


often wished that I had a judgment which I heard deliv- 
ered once by one of the justices of the Court of Appeals 
of the State of New York on the same subject. It is not 
recorded, as far as I have been able to find, in any of the 
printed deliverances of the Court ; but it was one of the most 
interesting missionary statements that I have ever heard. 
It was in a case over the validity of the will of an interest- 
ing old lady in this State who left her entire estate to the 
Presbyterian Board of Foreign Missions, specifying that 
it was to be used for education in the mission field. A great 
many distant relatives who had displayed no interest in the 
old lady while she was living were very solicitous lest her 
money be illegally spent now that she was gone. In con- 
testing the validity of the will, it came down at last to this, 
that it was not competent for a missionary Board, organ- 
ized and operating to propagate Christianity, to carry on 
so-called secular education, especially higher education. And 
it was on that issue that the case was tried before Justice 
Benton in the city of Rochester. Professor Beach and I 
went there to present the case in behalf of the Board. After 
we had made our statement, the contestants asked permis- 
sion to make their argument. Justice Benton said in sub- 
stance, “There is nothing more to be said. I am going to 
settle this case right now. Religion is light. It always has 
been light. Whatever expresses light expresses and spreads 
religion. Whatever spreads religion spreads the light and 
truth. God is all one Truth and this corporation in spread- 
ing truth and dissolving error and wiping the mists from 
men’s minds is carrying forward legitimately the purposes 
of its incorporation.” Well, it is very much the same view 
our friends out in China took in the Centenary Conference; 
— whatever dispels darkness, whatever lets light and truth 
into the minds of men is essentially evangelistic. It is pre- 
paring for the gospel, even when it may not be directly and 
explicitly an expression of the gospel. I do not mean to say 

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PREPARATION OF EDUCATIONAL MISSIONARIES 


that all expansion of any kind of knowledge is necessarily 
evangelistic. To teach a man the truth of mechanics of 
drills and bits and the chemistry of high explosives may 
make him a clever safe-breaker and not bring him to Jesus 
Christ at all. The mere expansion of knowledge does not 
necessarily carry with it evangelism, or have any influence 
on character. But that kind of expansion is not, to our 
minds, true education. True education, to our minds, is 
drawing out the latent possibilities of character and graft- 
ing in on these latent possibilities all that can be introduced 
to qualify men for the most efficient service of their fellows, 
the enlarging of their relationships to the truth, which, ac- 
cording to the definition of our Lord, is life. We conceive 
these things to be true education, and whatever does these 
things we are ready to say, first of all, should be thought 
of as a distinctive evangelistic contribution. 

2. But this view of missionary education is not adequate. 
It is true and valid as far as it goes, but the aims and pur- 
poses and influences of missionary education should be 
evangelistic in an ampler and more penetrating sense than 
I have thus far indicated. Our charters require that it 
should be so. I was reading this noon the act of the legis- 
lature incorporating our own Board, and no man having 
noted the terms of that act would be satisfied that he was 
carrying out the specifications of that charter in education, 
if he did not look at evangelism in a larger sense than the 
sense in which I have been speaking. These charters con- 
template that we are going to propagate Christianity, to 
make men Christians. They lay on us the evangelistic ob- 
ligation in the richest and most concrete New Testament 
sense, and we are not loyal to these acts of incorporation 
unless we define missionary education more carefully. We 
know also that the men and women who are giving the funds 
for the carrying on of this enterprise are not giving them 
for what we sometimes call in misleading phraseology, “mere 


188 


EDUCATION AND EVANGELISM 


secular education.” We have to make an argument for 
these funds on distinctly evangelical grounds, and it is that 
motive that lies at the root of most missionary giving. I 
cannot speak for all the missionary agencies here, but I am 
sure I am speaking for myself and certainly for our own 
Board. It is that motive that lies at the root of the interest 
and sacrifice and prayer and the giving that maintain our 
missionary operations abroad. Unless we define education 
in more distinct terms than those first ones, we should not 
be loyal nor faithful trustees in dealing with the responsi- 
bility laid upon us. 

Furthermore, it is demanded by our own aim, quite apart 
from any obligation we owe to acts of incorporation or 
trusteeship. Our own sense of what we are in this work 
for, of the use for which our lives are given to us, compels 
us to think that something more than this must be meant 
when we speak of education as an evangelistic agency. Per- 
haps all of you would not be willing to go as far as Profes- 
sor Lindsay of Glasgow. Having come back from India 
twenty-seven years ago from a deputation from the Free 
Church of Scotland, having been sent to investigate the 
legitimacy of the educational work of the Free Church of 
Scotland, he and his associate, Mr. Daly, said: 

“To begin with, we must lay it down as a principle that the one 
absorbing aim in all real mission work is to bring our fellow-men to 
know Jesus Christ to be their Saviour, and to profess their faith in 
Him in baptism. The mission work of the Church is done in obedience 
to the command of the Lord, ‘Go ye therefore and teach all nations, 
baptizing them in the name of the Father, and the Son, and the Holy 
Ghost.’ Every mission, and all mission methods, must in the end 
submit to this test. Therefore, in discussing the mission value of 
educational missions, we must put aside all arguments drawn from 
the spread of humanitarian and civilizing ideas. These are welcome 
accompaniments, but, after all, the question is — Is all this educational 
work calculated to draw men to faith in Jesus Christ as their Saviour, 
and to a profession of that faith in baptism?” 

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PREPARATION OF EDUCATIONAL MISSIONARIES 


Professor Lindsay was one of the most broad-minded 
students of church history in Scotland at that time. He 
never for one moment thought that he was hampering mis- 
sionary education, or narrowing it, by giving this as its 
ultimate purpose. Instead, he was conceiving missionary 
education in far richer terms than education was conceived 
at home. He held that it is not enough to say that educa- 
tion, just because it teaches the truth about nature, because 
it lays the foundation for what the older men called natural 
theology, is therefore sufficiently evangelistic. He held and 
we hold that education must be more evangelistic than that, 
that it must contemplate as its distinct and acknowledged 
aim, (and that that aim must be practically dominant in the 
way in which education is carried on), that it is the purpose 
of this education to win men to the Christian faith and 
Christian character and send them out as professing serv- 
ants of Jesus Christ in the fulness of his life and in the 
fulness of his ministry. And so conceived, education is as 
legitimate as an evangelistic agency as traveling around the 
country on itinerary trips and speaking to groups of village 
people, carrying on chapel preaching or any of those other 
activities of which we speak as distinctly evangelistic. 

3. Again, education is absolutely indispensable as an 
evangelistic agency. In many regards there is no more ef- 
fective form of evangelistic work than that which education 
affords. In the first place, and this is commonplace to us 
all, it gives access to classes otherwise almost inaccessible, 
to social groups and bodies of religious opinion otherwise 
closed to us. How otherwise, except by medical work, 
would we have been able to touch the Mohammedan world? 
How otherwise would we be reaching certain great social 
strata in India? The educational method opens to us the 
doors of evangelistic opportunity which our other methods 
do not open. In the second place, it operates in those areas 
with continuous power. One wants to emphasize both of 


190 


EDUCATION AND EVANGELISM 


those words. It operates with continuous power. Evangel- 
istic work at the best operates now and then. Even a pro- 
longed evangelistic campaign represents only an occasional 
pressure upon the conscience and mind, while in educational 
missions we have our congregation before us day in and 
day out, night in and night out, the year around and for 
years. It is a method that operates with continuous power. 
For the most part our evangelistic method is intelligible to 
the mature ; but here we work upon the plastic mind, on the 
life that is not yet hardened and that comes into our hands 
under conditions giving us quasi-parental relationship to it. 
In the third place, it sets back fires blazing. Or, to put it 
otherwise, it undercuts and saps all the while that the frontal 
attack is being made. It pervades society unawares with 
great transforming ideas. Mr. Dunning was telling us this 
morning how the very teaching of the English language is 
intellectually revolutionary; how it inevitably carries with it 
conceptions that burst the grave-clothes of the old institu- 
tions and ideas. At Wellesley last Sunday I heard Rabin- 
dranath Tagore. He was reading songs and prayers of the 
village people of India. He prefaced them with an inter- 
esting statement about the troubadours and folk singers. 
But the deeply interesting thing was that he could not trans- 
late one of them in perfect loyalty to the original language 
and ideas. He could after a fashion put them over into our 
tongue, but there was a sense in which he could not rein- 
carnate them. His English education and atmosphere of 
mind around his inevitably modern training altered the fun- 
damental assumptions and ideas. He could not detach him- 
self from the slow, shifting process that operates through 
the intellectual life of a race. The undercutting of inade- 
quate ideas of God and of the relationships that bind men 
together in society is one of the great services of education 
in these lands. Education is doing this very thing. And 
the argument addressed to us in behalf of the establishment 


191 


PREPARATION OF EDUCATIONAL MISSIONARIES 


of a Christian university of the highest grade in Japan rests 
upon this conviction, that we need such a power to cooper- 
ate with the direct and simple proclamation of the gospel 
in introducing the principles of Christ in the life of Japan. 

In the fourth place, educational work benefits evangelism, 
not in these ways only, but also by operating upon what 
Horace Bushnell describes particularly in his address on 
the “Age of Homespun,” and in the recollections of his 
home training. It was not so much what he got in Yale 
or in any university, but what he got in his old home in 
Litchfield County, under the steady habit-forming hands of 
a mother who did more for Bushnell than any other teacher 
that formed his mind and character. It was interesting to 
hear Dean Russell speaking of the value of this home in- 
fluence and saying that such influence had more effect upon 
the life of a man than any school. One of the supreme 
values of education is the way in which, if it is true educa- 
tion, it holds the boys and girls under the steady pressure 
of habit-forming influences. And the most powerful of 
them is the picture of truth that they see incarnated before 
them in Christian personality, bearing in upon mind and 
will with unconscious and transforming constraint. 

Education is essential to evangelism also, because it raises 
up our leaders. It raises up leaders for the church, in the 
state and in industry. It is interesting to see how, whatever 
the theory a mission starts out with may be, it is driven 
inevitably by the pressure of the facts and conditions to this 
view, either to do education itself or else to snuggle against 
any neighboring missions that have a larger policy which 
will do the education for it. I think you cannot look any- 
where in the world today and find a mission that started 
out as a so-called purely evangelistic mission that was not 
driven either itself to incorporate educational aims into its 
policy or else to relate itself to other missions which, by 
specialization of function or more comprehensive program, 


192 


EDUCATION AND EVANGELISM 


would be able to do what it had been unprepared itself to do. 

In these regards, education is not only evangelistic in the 
partial sense of which I spoke at the beginning; it is abso- 
lutely indispensable as an evangelistic agency in these other 
regards. 

4. And now, fourthly, what are we to do in order that 
we may be enabled to get our educational work more fidly 
to achieve its missionary aim, more fully to do those things 
which in some partial measure we all of us recognize that 
it has been doing? There is much discontent throughout all 
the mission fields today with regard to the inadequacy of 
the evangelistic character and fruitage of our educational 
work. There is discontent with regard to the disproportion 
of expenditure and assignment of men. Scarcely a thought- 
ful missionary student goes out to the East and tries to see 
the facts with an unbiased mind who does not come back 
feeling that our great need is for an immense enlargement 
of the directly evangelistic forces operating in those lands. 
The sapping of literary work and education has outrun the 
gathering in of the evangelistic results, the evangelistic 
fruitage. Unless we want this discontent to grow, with the 
result that the old controversies will spring up again that 
were flourishing when this report of Professor Lindsay was 
written, and unless we want the old issues to come back 
again with more power and to do more harm than ever 
because our work is taking so much greater scope, we must 
face this question candidly and courageously as to how we 
are going to make our educational work evangelistic, not 
only in its ideal, but in its output. First of all, by discern- 
ing more clearly and dealing more fearlessly and directly 
with the great dangers of which we are aware. One of 
them is the danger of sending out from our institutions men 
who will be against the gospel as well as men who will stand 
for it. The very agencies that are preparing men for lead- 
ership are preparing men for hostile as well as helpful lead- 


193 


PREPARATION OF EDUCATIONAL MISSIONARIES 


ership. It is a significant thing in Siam that the King was 
educated at Oxford. He is delivering lectures to the young 
men of Siam, exhorting them to maintain Buddhism, and 
saying that his preference of Buddhism is not blind, be- 
cause he surpassed the English boys in Bible examinations. 
We have to remember that men may go out from our schools 
hardened against the gospel, if they do not go out for it. 
But there is a middle area. There are many men in India 
and Japan who will not be against us or on our side. These 
constitute one of the great fields of work that is not being 
adequately cared for; but I am speaking now of this first 
danger, of training men who are going to be our strongest 
and most resourceful antagonists. 

In the second place, there is a great danger of which we 
hear expression in practically every mission school of what- 
ever grade in the world. It has to do with the inadequate 
work of the school. Men are so burdened with the work 
of the curricula, etc., that there is no energy or strength 
left to do what they would gladly do, if they had the 
strength and the energy. One of the most impressive state- 
ments I have seen of this was made by Mr. Hogg of the 
Christian College in Madras, in which he spoke frankly of 
the enormous waste that was taking place, simply because 
they were all so encumbered with many things which they 
had to do that they could not do other things which they 
ought to have done as Christ’s representatives. 

And thirdly, we need to beware of overloading our col- 
leges with students. It is the old question of extension or 
intension. I suppose each one of us has argued on one side 
or the other of it all the time we have been on the mission 
Boards. Teachers are reluctant to give up the opportunity 
to influence as large a number of students as possible in- 
stead of limiting their work to the intensive influencing of 
fewer students. I met the problem recently in Silliman In- 
stitute in the Philippine Islands. Last year the school had 

194 


EDUCATION AND EVANGELISM 


over seven hundred boys where they could have had a thou- 
sand or fifteen hundred. Many people argued against the 
intensive policy. They said, “This is our chance to interest 
these boys. Ten years from now we can do intensive work. 
Our wider opportunity may be gone then, but now this is 
our chance to make these boys our friends. Let us take 
them all in.” But we must face the fact that as soon as 
we bid for the mass we may diminish our efficiency. We 
miss our chance to deal with the individual man. We have 
to face the fact that if we choose the many, the results of 
our work may be desirable, but they may be also of a dif- 
ferent quality. 

There is the fourth danger of overloading ourselves not 
merely with the total mass of students, but with a non- 
Christian mass of students. Even if you are going to have 
a small institution and have it dominated by the non-Chris- 
tian element, the Christian boys cannot stand up against 
the pressure. We know the truth of that, for it is just as 
it is in America. It is the atmosphere that surrounds the 
boy that is going to shape him. 

In the fifth place, under the pressure of these perils many 
men will sink back into the first position and will be satis- 
fied with the kind of evangelistic influence that is inade- 
quate. They will say, “Oh, well, it is true we are not send- 
ing out Christian men ; we wish we could ; but we are doing 
them good. We are helping them in their battle with temp- 
tation. We are teaching them the truth about the world 
and we are undermining their superstitions.” There is 
danger that some will be content with just that. 

5. And now may I make these half dozen suggestions 
in closing? First, there is the question of the kind of men 
who are going to go into the educational work. It is not 
a matter alone of having skilful teachers who have ade- 
quate educational preparation. It is not wholly a matter 
of what we call personality, which so many times is not in 

195 


PREPARATION OF EDUCATIONAL MISSIONARIES 


our control at all. The teacher-qualities wanted are things 
that are within the reach of men — sincerity, genuine inter- 
est, good will, contagious love, compassionate and sacrificial 
surrender of a man’s life to the dominating aim. Now, we 
cannot plead the fact that these things were not born in 
us as a reason for not having them. No school can give 
them to us. We need to remember that they are part of 
our birthright — this contagious love, good will and dis- 
position to sacrifice. I was reading last night another of 
those old educational documents, a report on Educational 
Missions of the Church of Scotland. In it was a letter from 
Dr. Wardlaw Thompson. He pointed out that the great 
thing was to get for missionary teachers men and women 
able to love. Suppose we were to pick out the men and 
women who really have made us. In almost every case it 
would be some unknown man or some unknown woman who 
had this inner gift of sacrificial devotion which gave them 
access and power, and enabled them to pass that power into 
our lives. We have to get men who have zeal for making 
our schools in the highest degree educationally efficient, 
using “educational” in its technical connotation. But no 
men of zeal of that kind will ever take the place of religious 
men, men who are really filled with the spirit of Christ, in 
whom Christ dwells, and who seek in love and faith to lead 
men to Christ as their Saviour. 

In the second place, we need to flood our institutions 
with an overwhelming Christian spirit. This is a very 
difficult thing to do anywhere, even here in America where 
we have more or less Christian inheritance and environment. 
How much more difficult will it be in those lands where the 
whole inheritance is Pagan and where all the surrounding 
influence is against the school! Now, it may be impossible 
to get enough men or women who are filled with an irre- 
sistible zeal and with a Christian spirit. But there could be 
a great deal more of them than there are in some of our 


196 


EDUCATION AND EVANGELISM 


mission schools. There is more of the zeal and spirit now 
in some schools than in others. In some schools we feel 
the aroma of such personal influence all through the school, 
up and down the corridors and in every room. It must be 
there. It must be there more and more in our missions 
and mission schools; and no amount of formal instruction 
or required religious worship will ever suffice to accomplish 
the end, if these dynamic influences are not operating. 

In the third place, I believe in required religious instruc- 
tion and required worship. I believe in it in the United 
States. I do not see why an institution should require a 
student to attend classes in astronomy and physics and why 
there should be any question as to whether they should 
study religion. I do not see how they can be required 
to take part in athletics and yet raise the question as to 
whether they shall attend the worship of the institution. 
Religion and worship ought to be integral parts of the life 
of the institution. Required chapel is not so objectionable 
to the students who are required to go; the man on whom 
it is hard is the preacher who has to preach to them. Re- 
quired religious instruction is no hardship to the students. 
But it is a hard and solemn work for the man who has to 
give the instruction. But for what else is he a missionary 
teacher, or indeed a true teacher at all? 

In the fourth place, we ought to fill our educational in- 
stitutions in the interest of evangelism with a great deal 
of personal dealing between the teachers and students. It 
is desirable in the interest of education also that the school 
do this. There is not nearly enough of it. And we have 
to bear this in mind when people argue that we should fill 
our schools up with a thousand or two thousand students. 
When we see a student body of that size and a faculty of 
ten or twenty, the inevitable conclusion is that the individ- 
ual student does not get the attention he ought to have. A 
great deal of the most important teaching and even the deal- 

197 


PREPARATION OF EDUCATIONAL MISSIONARIES 


ing with the individual student is rolled off on an unquali- 
fied native assistant. There must be room and strength for 
personal work, and it must be done by the teachers them- 
selves. It is an empty delusion that you can employ a 
Y. M. C. A. secretary to evangelize the boys of the school 
or college or that you can call in an evangelistic missionary 
who has a circuit through the country and have him do 
in a day for the students what the man whom the student 
sees every day does not do. Perhaps he is willing to do 
everything else, but is not willing to do that. I came across 
a little bit of biography the other day in a magazine that 
I wish to read. It came from our good friend, Bishop 
McDowell : 

“I cannot escape the influence that surrounded me in the days when I 
went to college. I cannot while I live cease to be grateful, not that 
I fell into the hands of someone specially designated to do it, not that I 
fell into the hands of an Association secretary who had in his hands 
the whole working of the Christian life of the institution, but that 
in those old days at Ohio Wesleyan I fell into the hands of a faculty, 
which faculty felt itself under a divine compulsion to do what it could 
do to induce young fellows like me, who had come to college without 
having given themselves to Jesus Christ, to give themselves to Jesus 
Christ.” 

In the fifth place, we have to devise far more efficient 
following-up methods than we have as yet put into opera- 
tion. Dr. Denyes in Penang — and he knows about as much 
about this subject as most men — told me that in the area 
of the Malaysia missionary educational institutions they 
had sent out twenty thousand students. They can trace 
five hundred of them. Nineteen thousand five hundred have 
gone through their institutions and been lost to view. Now, 
it is not all loss, of course. No word is to come back to 
God in vain, and every deed that has been thoroughly done 
makes its mark in the working out of God’s purpose. But 
it is not good missionary statesmanship, this having twenty 
thousand students under our influence and then letting nine- 

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EDUCATION AND EVANGELISM 


teen thousand five hundred go adrift without any following 
up and keeping in touch with them. We found in the Silli- 
man Institute that, out of five thousand, only fifty had been 
graduated from the whole course. One percent, had been 
graduated from the institution. They knew all of these. 
That one percent, was followed. But of the ninety-nine 
percent., only a few had been followed up and kept in con- 
tact with through their various agencies. Well, we can go 
on building up more and more of these factories, but we 
are not using the product of the factories that we now 
have, but are rather letting most of it get away from us. 
One of the greatest needs of our educational system is to 
devise a more exacting and more careful and conscientious 
plan for following up those who go out from our schools. 

And the sixth thing is — and I think this point ties all 
together for us — we cannot evangelize by anything that is 
unveracious, anything that is slip-shod or inaccurate or un- 
true. This is putting it strongly because there is, of course, 
a great deal of sincere carelessness and slip-shodness that 
doubtless does do good. I suppose it would be amazing to 
see with what strange instruments God is working and 
achieving results. But in general, if we want our evangel- 
istic work to be truly evangelistic, it has to be even truer, 
more genuine, more accurate, more painstaking, than it has 
been. And no education is going to be evangelistic that is 
not. If it is not honest education, it cannot honestly preach 
Christ to men. He can only be represented to men in truth 
and in sincerity. And if we can truly shape our education 
so that it will be what we want it to be as education, it will 
be what we want it to be as evangelism. 

THE DISCUSSION 

Dr. Hoy. — I rejoice in the spirit of Dr. Speer’s address. When 
I began school work in Japan and fifteen years later moved to 
China, I tried to emphasize in my teaching and in my general work 


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PREPARATION OF EDUCATIONAL MISSIONARIES 


the principles laid down in that address. In China today we have 
a school at Lakeside, Hunan, with one hundred and seventy-four 
students. I think I am safe in saying that we might have five or 
six hundred, but we have studiously avoided large numbers. If 
our church will send us a larger number of competent teachers, 
we shall be glad to take in more students, but we are not calling 
for more students now and will not go beyond the limit of two 
hundred at the present. We lay much emphasis on personal rela- 
tionship, and I am glad that that was emphasized. There is a 
growing tendency to eliminate the theological course as a prepara- 
tion for the higher grade teacher. But we must not forget the 
need of such evangelism as has been so strongly presented to us. 
Personal work wins. I told my teachers when I left to keep within 
the limits of familiarity; that is, to take no more boys than they 
can readily name. I know every boy in our school by name ; I 
know his parents ; and correspond with them. I follow every 
student that has left our school, graduate or non-graduate, Chris- 
tian or non-Christian. I have a system by which I write to them 
at least three times a year and, in some cases, four times. Does it 
pay? Yes. I tried for many years to follow the work of some of 
my former students in Japan. One day I was in a Japanese hotel 
in Shanghai. I was writing in my room, when a Japanese lieutenant 
in the navy sent his card up to me. Then he came up smiling and 
said, “I guess you do not know me.” I said, “No, I don’t.” “Well,” 
he said, “I am one of your old boys.” And then he went on and 
told me how the experience of those years had made them the best 
years of his life and had brought him to Christ. He also went on 
to tell me that he took much interest in the naval Y. M. C. A., 
being an active officer in that body. 

Personal work in China is not always agreeable. I struggled 
on for sixteen years. More than once I went into opium dens and 
carried out boys almost too heavy for me to carry, took them over 
into the school-room, watched over them and helped them fight 
their battle. Instead of expelling them, I kept them and encouraged 
them to win out. Many of those students are today preaching the 
gospel, just because of such care. I thank God for this clear mes- 
sage to those who are going out as Christian educators. They are 
Christ’s ambassadors, whether they are to teach physics or chem- 
istry or literature. They must stand bravely in the face of whatever 
makes it hard to serve Christ. I glory in human learning, wherever 
it appears. But the human intellect loses its primal glory when it 

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EDUCATION AND EVANGELISM 


loses its grasp of Jesus Christ. So I take to myself the message 
from Dr. Speer and I pray that it will make me a better missionary, 
for I have tried all my life long to carry out those principles. 

President F. J. White. — I think that we all regard evangelism 
as the main objective of educational work. But we educationalists 
often create a wrong impression. We lay emphasis upon scho- 
lastic training and try to teach students their social duties. These 
are real values. But, at the same time, we often permit the im- 
pression to get abroad among strictly evangelistic workers that our 
school work is not evfngelistic. That is a mistaken idea, due quite 
possibly to our neglect. 

Dr. Speer said that our schools ought to be flooded with a Chris- 
tian spirit. I wish we could have a conference on how to do that. 
It would be a tremendously helpful thing to all of us to consider 
how to flood our schools with the Christ spirit. 

To what Dr. Speer said about following up students, let me add 
a word. We do follow up those who graduate. In the college 
with which I am connected, we have a card catalogue today of 
every student who has ever been in the institution. At least twice 
a year we try to get into contact with that student, seeking to 
discover where he is and what he is doing and trying to relate 
him to some Christian worker near him, who may be able to 
influence him. The results of that have been very remarkable. We 
have reached Christian boys who have given up Christian work 
and have drawn them back into very useful Christian service. I 
can think of two or three young men who are among the most 
valuable laymen we have in our field, who were drawn back into 
Christian work by just such methods. This work is done largely 
by a student committee. We keep the records in our office, but this 
committee is responsible for using them. Its members write fre- 
quent letters and push this propaganda. Other institutions have 
found the scheme practicable. 

Mr. Drach. — I have listened today with a great deal of interest 
to this discussion. I feel that I ought to say that I find myself in 
disagreement with many of the statements that have been made. 
I desire to indicate briefly the details on which I disagree. I feel 
that there has not been clear thinking in many of the papers with 
regard to the respective functions of the state and of the church 
in the matter of education. I believe that it is the function of the 
state to educate for the purposes of the state, and that it is the 
function of the church to educate for the purposes of the church. 

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PREPARATION OF EDUCATIONAL MISSIONARIES 


When a school is organized and carried on in the mission field, 
it is carried on and organized primarily in that mission field for 
one of two purposes, either that that school shall specially serve 
the purposes of the church which is being organized, or, on the 
other hand, that the school shall be a model to show the state how 
its pupils ought to be educated. In other words, the mission school 
may be the means for the conversion of the state in the line of 
education. I think it is a mistake to make an effort to compete with 
the government, even with a heathen government, in the matter of 
education. There is where our educationalists in the foreign field 
are wrong, absolutely wrong. And yet I notice that such compe- 
tition is their ambition. Why should there be an attempt at com- 
petition in Japan, where the government has provided so thorough 
an educational system? Moreover, our Lord Jesus Christ did not 
teach men through an industrial mission. He took his disciples 
away from industrial work. Paul did not go into industrial work 
to teach other people how to make good tents. 'He labored in order 
to set people a good example in being free from earthly, physical 
entanglement. When the first Christian schools were established, 
they were not established with the intention of educating men in- 
tellectually and industrially, but of educating men specifically for 
the work of the church. Every one of those early schools in 
Alexandria and Corinth and in other places w'as catechetical, 
schools for the education of catechists and evangelists, men desig- 
nated as workers in the church. The present-day church school 
is the outgrowth of the model church school of the twelfth cen- 
tury, which, as it was carried on by the Roman Catholic hier- 
archy, was simply a part of its plan to establish the supremacy of 
the church over the state. If we carry out that principle in our 
foreign mission work, we are adopting a wrong principle for the 
realization of the kingdom upon earth, and one which is contrary 
to our democratic practices in this country. 

I do not quite understand the term “evangelism” as it has been 
used here. Evangelism means in my mind not merely street 
preaching, or the casual deliverance of some gospel truth, but, also, 
the care of souls and the careful religious instruction of the chil- 
dren, and of those who are growing up in the Christian homes. It 
has regard, furthermore, to the instruction of those set apart 
specifically to be ordained for the gospel ministry. Thus, evan- 
gelistic work, to my mind, may include educational work. Those 
other agencies of which we have been speaking are not primarily 

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EDUCATION AND EVANGELISM 


evangelistic agencies. They are only in a secondary sense made 
to be evangelistic, if somebody happens to be in the school-work 
who has evangelistic zeal in his heart. 

Mr. Lucas. — Just a word about the larger missionary colleges in 
India. I went to the Forman Christian College in Lahore in 1908. 
We had then three hundred and ninety-five students in the college, 
and now we have seven hundred and fifteen. It is too large to 
be on the basis of close personal relation between student and 
teacher already advocated, but how can it be reduced? If a college 
which has once become large reduces its numbers, it will be re- 
garded by the community at large as unpatriotic and hostile to 
the nationalistic spirit in India. We have turned away in the last 
three years probably two thousand students. We have made our 
conditions very rigid, yet this flood has been precipitated upon us. 
I am personally very strongly in favor of reducing our numbers, 
but if we did, we should be regarded by the community at large 
as working against the larger national interests of India. There 
are now twice as many students waiting to enter the efficient 
colleges in India as there is room in the colleges to receive them. 
The government has been strongly advocating stronger colleges 
with fewer students, and there is much to be said for that view, 
but the popular mind would regard a reduction in numbers at the 
Forman Christian College with great distrust and suspicion. 

Mr. Grant. — This subject of ours is a very large one. We need 
all types of educators. I wish we had more men and women who 
would concentrate their entire attention upon the primary and 
elementary schools. These schools furnish a wide-open opportunity 
today, and few experts are dealing with their special problems. 
We also need trained teachers of English and men who can go 
out directly from our colleges to teach English. It is a question 
in each case whether a man should go out without any additional 
preparation and return after three years for more specific prepara- 
tion, or whether he should receive his special training first? Some 
of our best men have gone out directly from college. Of course 
they have had a good heritage back of their college training. When 
we try to find an educator, we want a certain type of man to begin 
with, and then we need to indicate the special kind of preparation 
he needs for his important task. Those who have had experience 
in teaching and have taken special courses in education or language 
teaching have elevated the standard of teaching very much. The 
gist of the whole matter is that we need great educators, — men 

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PREPARATION OF EDUCATIONAL MISSIONARIES 


who will put as much of their energy and thought and work into 
Christian missionary education as has hitherto been put upon any 
other professional line. When we come to professors of special 
subjects, we need thorough masters of those subjects who know 
how to teach. No true educator who is a master in his field of work 
and has the spirit of continued investigation can be too big for his 
job in China. 

Dr. Rawlinson. — Most of the missionary institutions in the field 
of higher education today were established during the first gen- 
eration or so by men trained for the Christian ministry. Edu- 
cation, in its more advanced requirements, is becoming so much 
a specialized field that the probability is that these institutions will 
be increasingly manned by men who have not had theological train- 
ing at all. If Dr. Speer’s position is agreed upon by all, the ques- 
tion is, What is to be the relation of the theological seminaries 
in the days to come to the evangelistic function of the higher 
educational institutions on the foreign field? Can that function 
be served most effectively by men who have specialized training 
in the particular field of pedagogy and science and who have had 
no special training in the presentation of religious truth? When 
we take these men right out from the colleges, or professional 
schools, to teach, without regard to the limitations of specialized 
training in the presentation of religious truth, we create a situation 
to which we should give careful consideration. I am perfectly 
well aware that a man can bear Christian testimony, can have the 
Christian spirit, without such training. But would the end for 
which we have planned such institutions be best served, would 
the appeal of Christianity in such institutions be more strongly 
made, if these institutions were manned chiefly and increasingly 
by men and women who have had only a technical education and 
no training in the presentation of religious truth? 

Mr. Anderson. — I certainly hope from the discussions we have 
had that our findings are going to emphasize two things. One is 
that it is the concensus of opinion here that we shall lay particular 
emphasis upon the professional training of the teacher sent to our 
institutions abroad. Certainly we have been sinning too long 
against our institutions in manning them with teachers who have 
not been prepared professionally to carry the heavy burdens that 
have to be carried. At the same time, I think we shall make a great 
mistake if we do not emphasize the necessity that a man, however 
slightly he might be trained professionally, shall be filled with 

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EDUCATION AND EVANGELISM 


evangelistic zeal. I think likely the day is forever past when we 
say that if a man is filled with evangelistic zeal he can fill a post 
in a college, even if he have no professional training. But I think 
we ought to pray God to save us from the day when we shall say 
that we may have professors in our foreign institutions who have 
been highly trained professionally, but who are lacking evangelistic 
zeal in the best sense of that word. This is a danger to be guarded 
against in the East. The East thinks it can study Christianity as 
a system out of books. They can study Hinduism, Buddhism and 
Confucianism in that way. But we need to emphasize the fact that 
Christianity cannot be acquired by an intellectual process, it must 
be carried to the field in life. I think of a conversation I had with 
an Indian educationalist. He spoke about the change in the modes 
of thought in India, and referred with scorn to the thought of the 
West. He said, “Your young men come from your colleges to 
teach in our universities, but they will surely never lead us or 
discover our modes of thinking, because their thinking is so very 
crude and unfinished.” “But,” I said, “There are some good mis- 
sionary institutions here with men who are recognized among 
educationalists in India.” He said, “Yes, but most of those teach- 
ing there lack thoroughness in thinking.” I said to him, “Why is 
it then that the boys in the colleges will leave the class-rooms of 
your ‘finished’ Eastern thinkers and elect the courses of what you 
call the crude Western thinkers?” “Well,” was his answer, “I 
think the boys like the manliness of the teacher, his clear eye, 
rosy cheek and strong muscles. They go into the class-room to 
learn how to be that kind of a man.” The supreme characteristic 
of the missionary teacher is the power to exhibit in his own life 
the character of Jesus Christ. Such a Christlike man may or may 
not be the most finished educationalist in the world, but he will 
always reach into the hearts of students. 

Mr. Harlow. — I have had only four years in the Turkish Empire, 
but my experience has been directly in connection with the work 
which we have been discussing. It has been work in an educa- 
tional institution. In the first place, one of our important problems 
in Turkey has been the question of compulsory religious education 
in our foreign missionary institutions. I wish every leader in 
education in the Turkish Empire could have heard Dr. Speer’s talk 
this afternoon. I agreed absolutely with what he said. When I 
first went to Turkey I was not at all sure regarding such compul- 
sory training; but I have no doubts today, after four years of 

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PREPARATION OF EDUCATIONAL MISSIONARIES 


experience. To make the study of religion voluntary in Turkey 
is to make it absolutely compulsory for a great majority of students 
to omit religious education. At one institution where I spent two 
months the faculty made it a voluntary matter for the Moslem 
students to attend chapel and Bible classes. I happened to have 
four of the upper classes in Bible study. Inside of ten days there 
were no Moslem students left in the Bible classes; not that some 
of them did not want to come, but because pressure had been 
brought to bear upon them so strongly by fanatical Moslem students 
that they did not dare to come. In the college where I taught last 
year, Bible classes and chapel were required of all students. In 
my Bible class I had fifteen Moslem students, twenty Greek or- 
thodox students, fifteen Gregorian students, and five Jewish stu- 
dents. We met every morning, five days a week; besides this 
curriculum work we carried on several voluntary Bible study 
classes. Not only did we have Moslems in our compulsory 
classes, but we had them in the voluntary classes. Some of their 
friends asked them why they were going to the voluntary classes, 
and they replied, “What is the harm in taking a little extra Bible 
study? You are going five days a week. You do not seem to 
object to that. You stay in this school. Why can’t we give just 
this much more time if we want to?” And they carried their 
point. Two of the Moslem boys in my class at the end of the year 
came up to my room and knelt with me in prayer. That would 
have been absolutely impossible had the religious education in 
our school been voluntary. At the close of the college year we have 
had college conferences for two years, now, at which were gathered 
a large group of student leaders and Y. M. C. A. cabinet members. 
We took up with these students whether they, as students, believed 
it would be good policy to make all of our Bible study in college 
and the college chapel exercises voluntary. There was only one 
vote out of twenty in favor of making it voluntary. The secretary 
of the Association said, “I was an agnostic when I came into 
college. I hated the chapel, I hated Bible study, but I wanted an 
education. At the end of two years of going to Bible classes I 
suddenly discovered that this teaching of Jesus had begun to have 
a grip on my life.” I wish I could tell you the story of that man’s 
life, how, though the richest Armenian boy in our school, after 
his mother and father were driven away into exile, and perhaps 
killed, in those awful days of massacre, after his fortune was taken 
away from him, he still held faithful, as an earnest Christian stood 

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EDUCATION AND EVANGELISM 


his ground and became a student volunteer. This man was per- 
fectly frank in saying that he would never have started in our 
Bible classes or gone to college chapel, had they not been required 
exercises. 

Some one has asked how we can get the Christian atmosphere 
in our colleges. It brought to my mind the statement of one of 
our graduates at the close of that conference. He said, “I do not 
feel that I am here in Smyrna in the year 1916 ; but rather back 
in Galilee two thousand years ago with Jesus in the midst.” A 
missionary once said of the college, ‘‘I consider your missionary 
college nothing but a Greek orthodox institution. You are only 
striving for numbers, you are only looking for a reputation.” He 
could not say that today. The faculty come together for Bible 
study and prayer every week. Leaders of student religious life 
have worked definitely toward the annual student conference just 
as we do in this country. The president of the college and every 
member of the faculty have said that the college conference, which 
is a local conference of the leaders and students in two of our 
institutions, had been the strongest spiritual force which we had 
ever had there. If, in any institution, at the close of the college 
year, a conference of such a nature can be arranged, I am sure that 
it will prove to be a great spiritual asset. 

In regard to this matter of competition with the government 
schools, I could say “yes” or “no” as far as Turkey is concerned. 
In one sense we do compete with the government schools. But 
when I go into those Turkish schools and see what goes on and 
what they have there, and when our students tell us that in those 
schools they not only were not learning purity, but rather that the 
teachers were often leading a life of impurity, how can we help 
compete for the young lives of Turkey’s manhood? One Turkish 
teacher on our faculty said, “It is perfectly absurd for you to say 
that a young man can reach the age of twenty-one and live a pure 
life.” He was the product of a Turkish institution. He changed 
his ideas after coming to us. A student in our school said that 
what impressed him most in the American college was that the 
teachers seemed to love each other. He said, “You seem to glory 
in each other’s popularity and success. In every Turkish school 
I have been in the feeling of jealousy between the teachers is 
marked.” Now it is our business to strive to be such centers of 
moral enrichment as will stimulate the Turkish government to 
follow our ideals in the schools they establish. We want to do all 

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PREPARATION OF EDUCATIONAL MISSIONARIES 


we can to cooperate with them, whenever they really strive after 
ideals which we can uphold. 

Mr. Booth. — I wish to express my appreciation and satisfaction 
at the papers that I have heard today and the discussions along 
this line of evangelistic education. It has been my privilege to 
have been some thirty-six years connected with an institution in 
Yokohama for Japanese girls that is endeavoring to carry on its 
work along these lines. I was sent to Japan as an ordinary mis- 
sionary to do ordinary evangelistic work. In connection with the 
study of the language for two years, I gave some time to that phase 
of the work in Nagasaki, where I began a school for boys, because 
the situation demanded such a school. The work in which I was 
engaged was not onerous. The principal subject was the English 
language. I had had no instruction in imparting my native tongue 
to one unacquainted with it. Having been transferred to Yoko- 
hama and put in charge of the Ferris Seminary, for many years 
it has been necessary for me to be my own university, so to speak, 
for development along educational lines. I had experience enough. 
To be actively in touch with the many stages of educational de- 
velopment in Japan during the past thirty-six years has kept me 
busy. Along with the endeavor to do an honest piece of educational 
work, not merely catechetical, not merely in order to introduce the 
pupils to the standards of the church I represent, but a thorough 
course in the Old and New Testaments, I have developed a course 
of nine years. It required plenty of hard work to prepare the 
material so that members of the staff, Japanese and foreigners, 
could help to carry out this scheme of missionary education in 
Japan. It has not always been quite to the satisfaction of the 
parents of pupils, that so much time should be given to the study 
of the Bible. It has been said to me repeatedly that if I would 
only do a little more in chemistry or mathematics, the pupils would 
get some practical results from their education. I reply that it is 
set forth in our catalogue that we intend to teach the Bible one 
period a day, five days in the week, during the whole course, in 
English and in Japanese. The “compulsory” element in our school 
was disposed of very simply. We declared that it was the desire 
of the school that each pupil should attend morning and evening 
service and Bible study. This desire is enforced by keeping a 
record of the absences at these exercises. My only experience of 
an objection was when four or five pupils entered the school as 
advanced pupils, coming from another mission, who objected to 

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EDUCATION AND EVANGELISM 


attending prayers, although they were Christians, on the ground 
that they could not enter into the spirit of prayer when so many 
who were not professing Christians were present. Of course I 
told them to go to an institution where they would find fellowship 
and satisfaction. 

We take another way of making this “compulsory” element well 
understood. At the beginning of the year, when pupils come to 
matriculate, the guardians or parents attend. We usually receive 
about sixty at the beginning of the year, so that there are from sixty 
to eighty relatives and friends and guardians. At that time atten- 
tion is called to the fact that morning and evening prayers are held 
in the chapel of the school and also that daily Scripture study will 
be conducted along with the regular curriculum. If any parents 
object to either, they are perfectly free to take their daughters or 
wards home with them. The children rarely go back with their 
parents. It is definitely understood that this is our policy, and it 
is the only “compulsory” policy we practice. On this line we are 
not in competition with the state at all, because the state forbids 
instruction in any religion whatever in the schools it supports. 
The state does not obey its own laws, however, for Buddhist and 
Shinto shrines are often erected upon the school grounds and on 
certain days the pupils, even Christians, if there are such in the 
school, are required to go and bow before the shrine or before the 
tablets. So while they claim professedly that religious instruction 
is forbidden in state schools, they do practice something of that 
kind. I may say that the Christian missionary is an expert in just 
three things : the teaching of the English language, teaching the 
Bible and the living of the Christian life. These three afford him 
plenty of opportunity to specialize before he goes out, and to keep 
on specializing as long as he is a missionary. 

Dr. Corey. — I wish to bear testimony to the advantage of a con- 
ference like this to one having something to do with the selection 
of missionary candidates. I know I shall be better fitted for my 
task after this conference. 

Two matters have been strenuously emphasized throughout the 
discussion : the carefully selected special preparation of the educa- 
tional missionaries before they go to the field, and the necessity of 
a strong evangelistic element in the training and in the work of 
every educational missionary. One matter we shall have to watch 
very closely is the new plan for the training of educational mis- 
sionaries. We know very well that about four-fifths of our educa- 

20 9 


PREPARATION OF EDUCATIONAL MISSIONARIES 


tional missionaries have been chosen after reaching the missionary 
field, and after serving two to five years in evangelistic work. Now, 
if we are going to select our missionaries for educational work 
before they go to the field, very likely they will be selected for 
some specific task in education. These men will be going directly 
into educational work without evangelistic experience. In my 
judgment the evangelistic experience of our older missionaries is 
even more important than their training as educators. I heard a 
young missionary in Nanking two years ago say that one of his 
great regrets since reaching his field was that he could not have 
spent at least two years in strictly evangelistic work out among 
the people as a preparation for his work of education. I wish some 
way could be devised so that every educational missionary who 
goes to the field could be placed in evangelistic work for two or 
three years. It would be a great help to him in his future work. 


210 


THE FINDINGS OF THE CONFERENCE 


This conference of representatives of Foreign Mission 
Boards and Sending Societies in North America with rep- 
resentatives of educational interests at home and on the 
foreign field, held under the auspices of the Board of Mis- 
sionary Preparation, gives expression to its judgment re- 
garding missionary education in the following findings: 

I. The Objectives of Missionary Education 

Missionary education, like all other phases of Christian 
missions, has as its fundamental aim the bringing of men 
everywhere to a knowledge of Jesus Christ and througR 
him into intelligent fellowship with God. This supreme 
purpose establishes education as a primary function of the 
church and shows the reasonableness of insisting that it 
shall include religious as well as intellectual training. It 
does not justify any lowering of educational ideals or stand- 
ards or any substitution of a training merely religious in 
place of that which affords a symmetrical development of 
the personality. It recognizes the universal and supreme 
value of Christian character. 

But missionary education has other correlated aims which 
demand expression: Foremost among these is the founding 
of an adequate system of general education in every land 
where no such system exists, or the improvement of systems 
already established. It is no part of the responsibility of 
missionary bodies to enter into competition with the active 
educational system of a nation, but rather, by the develop- 
ment of standardized institutions of all grades, to afford 
object lessons of the good results of enlightened manage- 
ment, of democracy, of trained teaching and of an em- 
phasis on character building. 

A second important aim is the development of an ample 


211 


PREPARATION OF EDUCATIONAL MISSIONARIES 


supply of properly trained teachers qualified to assume 
educational leadership. No less important is the education 
of large numbers of those in each land who will be the wise 
leaders of their people while passing through the various 
phases of adjustment to modern Christian civilization. Of 
equal value will be the releasing, through a broader scheme 
of education, of national power now latent and its applica- 
tion to problems of individual and of community better- 
ment. It is highly desirable that Christian education should 
recognize its obligation to communicate higher ideals of 
national life and to promote Christian social and economic 
progress in every land. 

II. The Qualifications of an Educational 
Missionary 

1. Physical . — The candidate for educational service 
abroad should, like all other missionary candidates, meet 
the normal standardized requirements which every well- 
organized Board enforces. A good physique will be essen- 
tial to the endurance of the steady strain of varied educa- 
tional responsibility. 

2. Professional . — The educational missionary should 
possess a thoroughly furnished, adequately trained mind, 
the outcome of a broad course of liberal education and of 
such specific professional training as seems essential to the 
particular task essayed in the field. Only a thorough prep- 
aration will qualify the missionary for such leadership as 
will normally be his and for grappling with the specific prob- 
lems of education of the country to which he is sent. 

3. Personal . — The personality of the candidate for edu- 
cational service abroad is of great importance. His two- 
fold task of patient, persistent personal leadership, and of 
the kindling in the hearts of selected individuals of the race, 
on whose behalf he is giving his life, of that same power 


212 


THE FINDINGS 


and purpose will call for splendid qualities of mind and 
heart, — for a natural breadth of vision and idealism, for 
a true largeness of sympathy with all ranks and classes, for 
a keen insight into actual conditions and a readiness to 
adapt himself with idealism to them, and for a real power 
of appreciation which will lead him to see the best that is 
in a people and to help them to attain it. 

4. Spiritual . — The true educator on the mission field 
should have so strong a faith and so clear a grasp upon 
the underlying reasons for that faith, that he will be able 
and eager to commend Christ to his pupils and to his com- 
munity, not alone by a life nobly lived, but by wise, friendly, 
persistent and convincing contacts with individual seekers 
after God. Such opportunities will be the crowning joys 
of his career. 

III. The Preparation Required to Meet Special 

Conditions 

A purely general training will not be adequate to pre- 
pare any educational missionary for his work. Each non- 
Christian country today has its own perplexing educational 
problems which lay heavy burdens upon those who are 
anxious to develop or to perfect an adequate system of 
popular education. The missionary educator must not only 
prepare himself to develop better trained native teachers 
and preachers, or a more diversified Christian community 
life; he must be responsive to these broader national needs. 
In the countries which already possess a system of public 
education this may mean the projection and development 
of new types of educational institutions or the standardiza- 
tion of existing types. In other lands it will mean the de- 
velopment of a whole scheme of education. Everywhere 
it will mean the adoption of educational methods suited for 
the solution of the economic, social and industrial, as well as 
the cultural problems of each country along lines naturally 

213 


PREPARATION OF EDUCATIONAL MISSIONARIES 


indigenous. Everywhere it will mean the maintenance of 
scholastic standards which will bear open comparison with 
those of the government. In the near future there will be 
an increasing demand for educators who are specialists, 
capable of establishing the proper standards of instruction 
for specific subjects. It goes without saying that such spe- 
cialists would lose much if not all of their value to mis- 
sionary progress, were they devoid of missionary purpose. 

IV. The Essentials of the Program of Training 

The adequate preparation of an educational missionary 
of today, who faces a wide variety of problems to be solved 
under strange conditions, with full responsibility for far- 
reaching results and in the light of more or less educational 
progress already initiated from other sources, should include 
six sorts of training: 

First of all, it should include the fundamental educational 
training approved by progressive educationalists for all 
teachers in North America, supplemented by the studies 
which prepare for a broadly sympathetic and intelligent 
approach not only to the problems of the class-room but 
also to those of the people among whom the candidate will 
do his work, by technical instruction in educational theory 
and method and by observation and practice teaching under 
expert supervision. 

It should also include a probationary period of experi- 
ence in school work as an instructor or an administrator, or 
as both. 

It should include a mastery of the vernacular of the 
country to which the candidate is sent, and in addition, 
courses on the specific institutions and on the social, eco- 
nomic, industrial and religious evolution of its people. Such 
instruction, so far as practicable, should be given under the 
direction of experienced missionaries. 


214 


THE FINDINGS 


It should not fail to provide for the training of the edu- 
cational missionary during his first term of service through 
courses of reading and study, educational inspection and 
other approved practises. 

And, finally, it should provide that the first missionary 
furlough be utilized for such special studies and surveys 
of school systems and methods as the experience of each 
missionary has indicated to be of particular value to him 
in his work and most likely to contribute to his increase in 
knowledge, skill and power in his chosen field and specific 
task. 

V. The Detailed Training of the Educational 

Missionary 

Any scheme of studies must be adjusted in some particu- 
lars to the candidate himself and to the specific task to 
be undertaken. It is very desirable, therefore, that each 
one who looks forward to the career of an educational mis- 
sionary should introduce himself as early as possible to the 
candidate secretary of the Board under which he hopes to 
serve, enabling that officer to give him the friendly expert 
guidance in the selection of studies and of schools which 
he needs. Much waste of time and energy may thus be 
avoided. The specific needs of Boards shift rapidly and 
are not always easily foreseen in advance. 

It goes without saying that the candidate for educational 
service should have laid the foundation of a good high- 
school training. It will be of real advantage to the young 
woman candidate to have included domestic science and 
business methods as a part of her secondary education. 

1. College or Training School Preparation . — Back of 
all training for professional or specific tasks there is need 
of a broad and solid non-professional, cultural training, if 
the missionary educator is to measure up to opportunity. 

215 


PREPARATION OF EDUCATIONAL MISSIONARIES 


A strong foundation must be laid in sound and varied 
learning, by contact with those of differing views and by 
participation in the intellectual, social and even physical 
competitions and interests of academic life. Whatever 
broadens and deepens life is contributory to culture. 

Some of the specific subjects which a candidate for edu- 
cational service should try to include within his college 
program are: 

English literature 

At least one modern language 

A science with emphasis on scientific method 

History 

Sociology and economics 

Biblical history and literature 

English composition and public speaking 

Psychology 

Philosophy 

Fundamental Christian principles. 

Circumstances may justify some candidates in utilizing 
the last two years of college or university training for the 
beginning of their professional training by electing educa- 
tional courses, especially when the first two years have been 
distinctively cultural. Still others may be compelled to take 
a mingled cultural and professional course in a training 
school. In any case the above-mentioned subjects are 
wholly desirable for the candidate who desires to prepare 
seriously and soundly for future efficiency as an educator. 

2. Professional Preparation . — Few candidates can be 
regarded as ready for responsible service who lack the sort 
of training provided by a first-rate department of education 
in a university or by a teachers’ college with a full year of 
educational theory. Such training does not imply a narrow 
specialization so much as a broadened efficiency for educa- 
tional tasks. 


216 


THE FINDINGS 


Among the professional subjects which educational can- 
didates should pursue are: 

The philosophy of education 
Educational psychology 
Educational sociology 
The principles of teaching 
Teaching methods 
Comparative educational methods 

The history of education with emphasis on supervision, 
observation and practice teaching 
The principles and methods of religious education. 

3. The Year of Specialization . — If a candidate is aware 
of his destination on the field and can possibly be spared 
for the added training, a year of the special study of edu- 
cational problems will add greatly to the value of excep- 
tional men and women. The training of this year should 
adjust itself, as far as possible, to the specific task to be 
undertaken on the field and incidentally to that field itself. 
Some educational missionaries need particular ability in 
teacher training and supervision, others in the administra- 
tion of school systems, still others in the solution of specific 
educational or social or national problems. Missions and 
missionary Boards might wisely formulate the main lines 
of need for each country, in order that a few candidates, 
at least, could be unusually well prepared to assist in meet- 
ing them. The programs of special training laid down in 
the separate pamphlets relating to China, Japan, India, the 
Near East, Latin America and Africa, issued by this Board, 
will afford many specific suggestions for such a year of 
specialized preparation. There is so much in common in 
every field that the candidate who has prepared for one 
field is not thereby unfitted for service in another. 

During this year of specialization the far-sighted educa- 
tional student will seek to add in two ways to his efficiency 


217 


PREPARATION OF EDUCATIONAL MISSIONARIES 


as a leader. ( 1 ) He will seize the opportunity to review 
his Biblical studies and his knowledge of Christian history 
and of the fundamentals of Christianity, thus becoming 
qualified for religious leadership. (2) He will take every 
chance to inspect important educational plants, that he may 
realize the reasons underlying their success. 

4. The First Year or Two of Training on the Field . — 
In a general sense the whole of the first period of service 
on the field is a period of salutary training for the educa- 
tional missionary. During these years he is gradually being 
introduced to the actual conditions which he must master 
and use, and to the enormous difficulties of his task of 
helping to reshape an Oriental system of education in ac- 
cordance with enlightened modern ideals and needs. 

Especial emphasis, however, will belong to the first year 
or two of his service. He will then profitably study not 
alone the vernacular of his field, but its customs, its social, 
economic, political and religious problems, under experienced 
leadership, and with the companionship of others of like 
ideals and needs. 

5. The First Furlough. — The first period of active serv- 
ice will not only give the young missionary a knowledge 
of his field and its needs; it will reveal his own strength 
and weaknesses. It will enable him under the advice of 
his mission to select the form of specialized knowledge or 
skill which will most definitely meet the needs of his field. 
He can then utilize the first furlough for that type of train- 
ing, of the need of which he is definitely conscious. Thus, on 
the field, will be gradually developed a leadership of great 
capacity and power. 

6. Scholarship Aid. — Such ample courses of training as 
are herein suggested are expensive, and sometimes out of 
the reach of willing and capable candidates or missionaries. 
The conference would suggest to the mission Boards the 
propriety of assisting candidates and missionaries who other- 

218 


THE ROLL OF THE CONFERENCE 


wise could not obtain this helpful and necessary training. 
Many institutions will be ready to meet the Boards more 
than half-way in the establishment of scholarships, fellow- 
ships and even of hostelries for such applicants. 

VI. The Relation of Missionary Education to 

Evangelism 

In the future, as in the past, the Christian school will be 
relied upon to contribute not alone the leaders but also the 
resolute and influential supporters of the Christian propa- 
ganda in each of the lands slowly turning toward Chris- 
tianity. To that end every type of school must be specifi- 
cally Christian in spirit, method and results. The school 
is preeminently adapted to contribute to evangelistic ad- 
vance. The pupils are held during their most impressional 
years under habit-forming influences, the effect of which 
should be to develop Christian character. Such results, 
however, cannot be secured by incompetent, partially trained 
teachers, or by those who are lacking in the qualities which 
mark the sincere and humble servant of our Lord. They 
call most loudly for the service of men and women of such 
fine and noble character that their very presence carries 
with it the spirit of Christ and thrills each pupil with a 
growing and sincere purpose to undertake great things for 
God. 


THE ROLL OF THE CONFERENCE 


AMERICAN BOARD OF COMMISSIONERS FOR FOREIGN MISSIONS, 
Rev. James L. Barton, D.D., Corresponding Secretary. 

Dr. Giles G. Brown, Acting Secretary. 

WOMAN’S BOARD OF MISSIONS (CONGREGATIONAL), 

Miss Helen B. Calder, Home Secretary. 

Miss Harriett E. Richards. 

WOMAN’S BOARD OF MISSIONS OF THE INTERIOR, 

Miss Helen B. Calder. 


219 


PREPARATION OF EDUCATIONAL MISSIONARIES 


AMERICAN BAPTIST FOREIGN MISSION SOCIETY, 

Rev. Joseph C. Robbins, Foreign Secretary. 

George B. Huntington, Associate Secretary. 

Dr. Arthur C. Baldwin, Chairman Candidate Committee. 

Miss Etta Joe McCoy. 

WOMAN’S AMERICAN BAPTIST FOREIGN MISSIONARY SOCIETY, 
Mrs. Henry W. Peabody. 

Miss Nellie G. Prescott, Foreign Secretary. 

Miss Helen K. Hunt, Associate Foreign and Candidate Secretary. 

Miss Harriett L. Dithridge. 

FOREIGN MISSION BOARD, SOUTHERN BAPTIST CONVENTION, 
Rev. Frank Rawlinson, D.D. 

Rev. Professor James B. Webster. 

FOREIGN CHRISTIAN MISSIONARY SOCIETY (DISCIPLES), 

Rev. Stephen J. Corey, D.D., Secretary. 

CHRISTIAN WOMAN’S BOARD OF MISSIONS, 

Mrs. Anna R. Atwater, President. 

Mr. Ben Holroyd. 

MISSIONARY SOCIETY OF THE EVANGELICAL ASSOCIATION, 
Miss Anna M. Roloff. 

THE CANADIAN CHURCH MISSIONARY SOCIETY, 

Rev. Canon T. R. O’Meara, D.D., Secretary. 

DOMESTIC AND FOREIGN MISSIONARY SOCIETY OF THE PROT- 
ESTANT EPISCOPAL CHURCH IN THE U. S. A., 

Rt. Rev. Arthur S. Lloyd, D.D., President. 

Deaconess Henrietta R. Goodwin, Student Secretary. 

WOMAN’S AUXILIARY TO THE DOMESTIC AND FOREIGN MIS- 
SIONARY SOCIETY OF THE PROTESTANT EPISCOPAL CHURCH 
IN THE U. S. A., 

Miss Elisabeth R. Delafield. 

AMERICAN FRIENDS BOARD OF FOREIGN MISSIONS, 

Miss Carolena M. Wood, Chairman Committee on Candidates. 
FOREIGN MISSIONARY ASSOCIATION OF FRIENDS OF PHILA- 
DELPHIA, 

Miss Edith L. Cary. 

BOARD OF FOREIGN MISSIONS OF THE GENERAL COUNCIL OF 
THE EVANGELICAL LUTHERAN CHURCH IN N. A., 

Rev. George Drach, General Secretary. 

WOMAN’S MISSIONARY SOCIETY OF THE EVANGELICAL ASSO- 
CIATION, 

Mrs. F. Egger. 

Mrs. J. M. Schlagenhauf. 

WOMAN’S MISSIONARY SOCIETY OF THE UNITED EVANGELICAL 
CHURCH, 

Miss Marie T. Hasenpflug. 

WOMEN’S MISSIONARY SOCIETY OF THE LUTHERAN GENERAL 
COUNCIL, 

Mrs. Raymond B. Fenn. 

Miss Dorothea C. Hess. 

Miss Friederika Pfender. 

BOARD OF FOREIGN MISSIONS OF THE METHODIST EPISCOPAL 
CHURCH, 

Rev. T. S. Donohugh, Candidate Secretary. 

WOMAN’S FOREIGN MISSIONARY SOCIETY OF THE METHODIST 
EPISCOPAL CHURCH, 

Mrs. William Fraser McDowell, President. 

Miss Amy G. Lewis, Secretary. 

220 


THE ROLL OF THE CONFERENCE 


Miss Elizabeth R. Bender, Assistant Corresponding Secretary, New 
York Branch. 

Mrs. Fennell P. Turner, Chairman Committee on Training Schools, 
New York Branch. 

Miss Florence L. Nichols. • 

BOARD OF MISSIONS OF THE METHODIST EPISCOPAL CHURCH, 
SOUTH, 

Rev. Ed. F. Cook, D.D., Secretary Foreign Department. 

Rev. Charles G. Hounshell, Student Secretary. 

MISSIONARY SOCIETY OF THE METHODIST CHURCH, CANADA, 
Rev. James Endicott, D.D., General Secretary. 

SOCIETY OF UNITED BRETHREN FOR PROPAGATING THE GOSPEL 
AMONG THE HEATHEN (MORAVIAN CHURCH), 

Rev. W. N. Schwarze, D.D. 

Miss Forbes. 

BOARD OF FOREIGN MISSIONS OF THE PRESBYTERIAN CHURCH 
IN U. S. A., 

Robert E. Speer, D.D., Secretary. 

Rev. Stanley White, D.D., Secretary. 

Dr. T. H. P. Sailer, Educational Secretary. 

WOMAN’S FOREIGN MISSIONARY SOCIETY OF THE PRESBY- 
TERIAN CHURCH, 

Mrs. J. Beatty Howell, Candidate Secretary. 

Mrs. Caleb S. Green, Assistant Candidate Secretary. 

EXECUTIVE COMMITTEE OF FOREIGN MISSIONS OF THE PRES- 
BYTERIAN CHURCH IN THE U. S. (SOUTH), 

Rev. H. F. Williams, D.D., Field Secretary. 

BOARD OF FOREIGN MISSIONS, PRESBYTERIAN CHURCH IN 
CANADA, 

W. McClure, M.D. 

BOARD OF FOREIGN MISSIONS OF THE REFORMED CHURCH IN 
AMERICA. 

Rev. William I. Chamberlain, Ph.D., Foreign Secretary. 

WOMAN’S BOARD OF FOREIGN MISSIONS, REFORMED CHURCH 
IN AMERICA, 

Miss Olivia H. Lawrence, Corresponding Secretary. 

Mrs. John G. Fagg, Chairman Missionary Candidate Committee. 

Miss Frances Davis. 

BOARD OF FOREIGN MISSIONS OF THE REFORMED CHURCH IN 
THE UNITED STATES, 

Rev. Allen R. Bartholomew, D.D., Secretary. 

BOARD OF FOREIGN MISSIONS OF THE REFORMED PRESBY- 
TERIAN CHURCH IN N. A. (COVENANTER), 

Rev. F. M. Foster, Ph.D., Recording Secretary. 

Dr. Arthur A. Samson. 

BOARD OF FOREIGN MISSIONS OF THE UNITED PRESBYTERIAN 
CHURCH OF N. A., 

Rev. W. B. Anderson, Corresponding Secretary. 

HOME AND FOREIGN MISSIONARY SOCIETY OF THE UNITED 
EVANGELICAL CHURCH, 

Rev. B. H. Niebel, Corresponding Secretary. 

Homer H. Dubs. 

INTERNATIONAL COMMITTEE OF YOUNG MEN’S CHRISTIAN 
ASSOCIATIONS. FOREIGN DEPARTMENT, 

Edward C. Jenkins, Associate Secretary. 

John Stewart Burgess. 


221 


PREPARATION OF EDUCATIONAL MISSIONARIES 


INTERNATIONAL COMMITTEE OF YOUNG MEN’S CHRISTIAN 
ASSOCIATIONS, HOME DEPARTMENT, 

William Orr, Educational Secretary. 

FOREIGN DEPARTMENT OF THE NATIONAL BOARD OF THE 
YOUNG WOMEN’S CHRISTIAN ASSOCIATIONS, U. S. A., 

Mrs. Frederick G. Mead. 

STUDENT VOLUNTEER MOVEMENT FOR FOREIGN MISSIONS, 
Fennell P. Turner, General Secretary. 

J. Lovell Murray, Educational Secretary. 

Miss May A. Fleming, Assistant Educational Secretary. 

Miss Vernon Halliday, Assistant Candidate Secretary. 

Rev. S. Ralph Harlow, Traveling Secretary. 

Mrs. R. Reed McClure, Traveling Secretary. 

Miss Flora L. Robinson, Traveling Secretary. 

Miss Sara E. Snell, Traveling Secretary. 

Miss Mary George White, Traveling Secretary. 

TRUSTEES OF THE CANTON CHRISTIAN COLLEGE, 

Mr. W. Henry Grant, Secretary. 

Miss Katharine C. Griggs, Assistant Secretary. 

Herbert E. House. 

COMMITTEE ON COOPERATION IN LATIN AMERICA, 

Rev. Samuel G. Inman, Secretary. 

CONTINUATION COMMITTEE FOR NORTH AMERICA, 

Mrs. Henry W. Peabody. 

Dr. John F. Goucher, Committee on Christian Education in the 
Mission Field. 

TRUSTEES OF MACKENZIE COLLEGE, SAO PAULO, BRAZIL, 
Professor Donald C. MacLaren, Secretary. 

FOREIGN MISSIONS CONFERENCE, 

Rev. Burton St. John, Director Statistical Bureau. 

SUDAN UNITED MISSION, 

Dr. H. Karl W. Kumm, F.R.G.S., International Secretary. 

NATIONAL TRAINING SCHOOL OF THE YOUNG WOMEN’S CHRIS- 
TIAN ASSOCIATION, NEW YORK CITY, 

Miss Caroline B. Dow. 

Miss Allena Grafton. 

Miss Jean E. James. 

Miss Carolyn E. March. 

BIBLE TEACHERS TRAINING SCHOOL, NEW YORK CITY, 

Miss Caroline L. Palmer. 

Professor Thomas F. Citmmings, Ph.D. 

Dr. William Hoge Marquess. 

WYCLIFFE COLLEGE, TORONTO, CAN., 

Principal T. R. O’Meara, D.D.I 
Rev. Professor W. T. Hallam. 

Mrs. W. T. Hallam. 

UNION THEOLOGICAL SEMINARY, RICHMOND, VA., 

Professor Walter L. Lingle, D.D. 

OBERLIN COLLEGE, OBERLIN, OHIO, 

President Henry Churchill King, D.D. 

THE THEOLOGICAL SEMINARY, PRINCETON, N. J., 

President J. Ross Stevenson, D.D. 

DREW THEOLOGICAL SEMINARY, MADISON, N. J„ 

Professor Edmund D. Soper, D.D. 

222 


THE ROLL OF THE CONFERENCE 


TEACHERS COLLEGE, COLUMBIA UNIVERSITY, NEW YORK CITY, 
Dean James E. Russell, LL.D. 

Paul Monroe. 

Professor T. H. P. Sailer, Ph.D. 

ROCHESTER THEOLOGICAL SEMINARY, ROCHESTER, N. Y„ 
Professor Henry B. Robins, Ph.D. 

COLLEGE OF MISSIONS, INDIANAPOLIS, IND., 

President Charles T. Paul, Ph.D. 

UNION THEOLOGICAL SEMINARY. NEW YORK CITY, 

Professor Daniel J. Fleming, Ph.D. 

KENNEDY SCHOOL OF MISSIONS, HARTFORD,' CONN. 

President W. Douglas Mackenzie, D.D. 

Professor Edward Warren Capen, Ph.D. 

Miss Katharine Ledyard Hill. 

YALE SCHOOL OF RELIGION, NEW HAVEN, CONN., 

Professor Harlan P. Beach, D.D. 

VANDERBILT UNIVERSITY, NASHVILLE, TENN., 

Professor O. E. Brown, D.D. 

MORAVIAN COLLEGE AND THEOLOGICAL SEMINARY, BETHLE- 
HEM, PA„ 

Professor W. N. Schwarze, D.D. 

NEW YORK UNIVERSITY, WASHINGTON SQUARE, NEW YORK 
CITY, 

Dean James E. Lough. 

Dean Thomas M. Balliet, Ph.D. 


MEMBERS OF THE BOARD OF MISSIONARY PREPARATION 

Rev. James L. Barton, D.D. 

Professor Harlan P. Beach, D.D. 

Professor O. E. Brown, D.D. 

Miss Helen B. Calder. 

Professor Edward W. Capen, Ph.D. 

Rev. William I. Chamberlain, Ph.D 
Rev. George Drach. 

Rev. James Endicott, D.D. 

Professor Daniel J. Fleming, Ph.D. 

President Henry C. King, D.D. 

Professor Walter L. Lingle, D.D. 

Rt. Rev. Arthur S. Lloyd, D.D. 

President W. Douglas Mackenzie, D.D. 

Principal T. R. O’Meara, D.D. 

President Charles T. Paul, Ph.D. 

Professor Henry B. Robins, Ph.D. 

Dean James E. Russell, LL.D. 

T. H. P. Sailer, Ph.D. 

Rev. Frank K. Sanders, Ph.D. 

Professor E. D. Soper, D.D. 

Robert E. Speer, D.D. 

President J. Ross Stevenson, D.D. 

Fennell P. Turner. 

Rev. Staneey White, D.D. 


223 


PREPARATION OF EDUCATIONAL MISSIONARIES 


MISSIONARIES AND SPECIAL DELEGATES 

Miss Flossie Arnold, Columbia University, New York City. 

Miss Margaret Hart Bailey, Shanghai, China, 

St. Mary’s Hall, American Church Mission. 

Rev. William B. Boomer, Santiago, Chile, 

Bible Seminary. 

Rev. Principal E. S. Booth, Yokohama, Japan, 

Ferris Seminary. 

Dr. Giles G. Brown, Jaffna, Ceylon, 

American Board of Commissioners for Foreign Missions. 

Miss Zula F. Brown, Nanchang, China, 

Woman’s Foreign Missionary Society of the Methodist Episcopal Church. 

Victor M. Buck, Allahabad, India. 

Ewing Christian College. 

Miss Columbia Crudup, New York City. 

Miss Edna P. Dale, Wuhu, China, 

Foreign Christian Missionary Society. 

Miss Helen M. Doremus, Montclair, N. J. 

Miss Marie A. Dowling, Shaohing, China, 

Woman’s American Baptist Foreign Mission Society. 

Rev. Morton D. Dunning, Ph.D., Kyoto, Japan, 

Doshisha University. 

Miss Adelaide S. Dwight, Talas, Turkey, 

Girls’ Boarding School. 

Rev. Principal Allen K. Faust, Ph.D., Sendai, Japan, 

Miyagi Girls’ School. 

Royal Haigh Fisher, Yokohama, Japan, 

Union College, Meiji Gakuin. 

Mrs. Edwin R. Graham. 

Miss Huldah A. Haenig, Seoul, Korea, 

Methodist Episcopal Girls’ School. 

Rev. S. Ralph Harlow, Smyrna, Turkey, 

International College. 

Miss Marie T. Hasenpflug, Changsha, China, 

United Evangelical Church Mission. 

Dr. George F. Herrick, New York City. 

Ralph C. Hill, Mt. Vernon, Iowa, 

Formerly Aintab, Turkey, Central Turkey College. 

Mrs. Ralph C. Hill. 

Principal Walter E. Hoffsommer, Tokyo, Japan, 

Meiji Gakuin. 

Miss M. C. Holmes, Jebail, Syria. 

Dr. Franklin E. Hoskins, Beirut, Syria, 

Board of Foreign Missions of the Presbyterian Church in U. S. A. 

Rev. President William Edwin Hoy, D.D., Yochow City, China, 

Lakeside Schools, China Mission. 

Miss Faye H. Klyver, Bible Teachers Training School, New York City. 

Dr. H. K. W. Kumm, F.R.G.S., Summit, New Jersey, 

Sudan United Mission. 

Miss Ida Belle Lewis, Tientsin, China, 

Woman’s Foreign Missionary Society of the Methodist Episcopal Church. 

Mr. John A. Lewis, 

Board of Foreign Missions, Methodist Episcopal Church. 

224 


THE ROLL OF THE CONFERENCE 


Rev. Professor E. D. Lucas, Lahore, India, 

Forman Christian College. 

W- McClure, M.D., Honan, China, 

Board of Foreign Missions of the Presbyterian Church in Canada. 

Miss Frederica R. Mead, Nanking, China, 

Board of Foreign Missions of the Presbyterian Church in U. S. A. 

Mr. Lawrence M. Mead, Hangchow, China, 

International Committee of Young Men’s Christian Associations. 

Mr. J. Randall Norton, Shanghai, China, 

St. John’s Middle School. 

Dr. Frank Rawlinson, Shanghai, China, 

Southern Baptist Convention. 

Rev. Robert H. Rippere, Sangatuck, Conn. 

Miss Flora L. Robinson, Lucknow, India, 

Isabella Thoburn College. 

Miss Helen E. Robinson, Baroda Camp, India, 

Woman’s Foreign Missionary Society of the Methodist Episcopal Church. 

Miss E. Gertrude Rogers, Van, Turkey, 

Woman’s Board of Missions (Congregational). 

Miss Anna M. Roloff, Shenchow, China, 

Girls’ Day School. 

Miss E. Grace Rorhwell, New York City. 

Mrs. Anna M. Salquist, Yachowfu, China, 

American Baptist Foreign Mission Society. 

Albion Eli Smith. 

F. Tredwell Smith, Turkey, 

American Board of Commissioners for Foreign Missions. 

Professor Wallace St. John, Rangoon, Burma, 

Rangoon Baptist College. 

Mrs. W. B. Stelle, Peking, China, 

Woman’s Board of Missions (Congregational). 

Tracy Thompson, Christodora House, New York City. 

Rt. Rev. Henry St. George Tucker, D.D., Kyoto, Japan, 

Domestic and Foreign Missionary Society of the Protestant Episcopal 
Church, U. S. A. 

Miss Dorinda Winifred Tufts, New York City, 

Appointee of Board of Foreign Missions, Presbyterian Church in U. S. A. 

Rev. Professor James B. Webster, Shanghai, China, 

Shanghai Baptist Theological Seminary. 

Miss Dorcas Whitaker, Vinukonda, India, 

American Baptist Foreign Mission Society. 

President F. J. White, Shanghai, China, 

Shanghai Baptist College. 

President G. E. White, D.D., Marsovan, Turkey, 

Anatolia College. 

Mrs. G. E. White, Marsovan, Turkey, 

Anatolia College. 

Leavittt O. Wright, 

Appointee to Mexico of American Board of Commissioners for Foreign 
Missions. 


225 



INDEX 


Agnew, Eliza, referred to, 62, 72. 

Aintab College, referred to, 100. 

Anatolia College, referred to, 100, 101. 

Anderson, W. B., discussion by, 204. 

Animistic peoples, committee on prepa- 
ration of missionaries for work 
among, 3 ; report of, 29. 

Arnold, Matthew, referred to, 70. 

Bailey, Henry Turner, referred to, 69. 

Balliet, Dean Thomas M., Ph.D., dis- 
cussion by, 168-170. 

Beach, Harlan P., D.D., plan for hand- 
book on Confucianism, 30, 31 ; report 
by, 27. 

Bentinck, Lord, referred to, 83. 

Benton, Justice, quoted, 187. 

Board of Missionary Preparation, aim 
of, 9; annual meeting of, 9, 26, 32; 
budget of, 16, 34; committees of, for 
1917, 33; composition of, 9; confer- 
ences held by, 17, 22; constitution of, 
9; election of members and officers 
of, 15, 32; executive committee of, 5, 
9; fifth annual report of, 18; finance 
committee of, 5; finances of, 19; 
methods of, 10; minutes of sixth an- 
nual meeting, 13 ; nominations of 
members and officers of, 32 ; officers 
and members of, 2; officers of, 9; 
organization of, 9; publications of, 
18, 21, 25 ; relation to Foreign Mis- 
sions Conference, 9, 10; report of, at 
Foreign Missions Conference, 15; 
roster of committees of, 3-5 ; special 
cooperating committees of, 10. 

Booth, E. S., discussion by, 208. 

Brown, Giles G., discussion by, 77. 

Brown, Professor O. E., D.D., discus- 
sion by, 141, 170. 

Buck, Victor M., discussion by, 173. 

Buddhism, lectures on, by King of 
Siam, 194. 

Buddhists, committee on preparation of 
missionaries for work among, 3 ; re- 
port of committee, 29. 

Bushnell, Horace, referred to, 192. 

Capen, Edward W., Ph.D., report by, 
27. 

Chamberlain, William I., Ph.D., ad- 
dress by, 82-87. 

China, problems of missionary edu- 
cator in, 78-82; pupils in mission 
schools in, 79. 

China Mission Year Book, referred to, 
79, 180, 184. 

Chinese Recorder, referred to, 78, 180. 


Christian College, Madras, referred to, 
194. 

Christian College for Women, Madras, 
referred to, 87. 

Clark, Colonel, referred to, 109. 

Committee of Reference and Counsel, 
15, 20, 34. 

Committee on Cooperation in Latin 
America, movements promoted* by, 
92. 

Committee on Language Study, 5, 17; 
report of, 30. 

Committee on physical preparation of 
missionaries, 17. 

Committee on spiritual life of the mis- 
sionary, 17. 

Committee on the preparation of mis- 
sionaries for literary work, 5, 16; re- 
port of, 30. 

Committee on the special preparation 
needed for missionaries appointed to 
deal with Hinduism, 4; report of, 27. 

Committee on the special preparation 
needed for missionaries appointed to 
present the Christian message in 

Confucian lands, 3; criticism on re- 
port of, 28; report of, 27-29; resolu- 
tion on report of, 29. 

Committee on the special preparation 
needed for missionaries appointed to 
present the Christian message to 

Animists, 3 ; report of, 29. 

Committee on the special preparation 
needed for missionaries appointed to 
present the Christian message to 

Buddhists, 3; report of, 29. 

Committee on the special preparation 
needed for missionaries who are to 
present the Christian message to 

Moslems, 4; report of, 29. 

Committees of the Board of Mission- 
ary Preparation, 3-5. 

Conference on preparation of educa- 
tional missionaries, committee on 
findings of, elected, 40; findings of, 
211-219; personnel of, 39; program 
of, 39-44; report of, 39-225; report 
of committee on findings of, 44; roll 
of, 219-225. 

Conference on preparation of mission- 
aries for medical service, 17. 

Conferences held by Board of Mission- 
ary Preparation, 17, 22; success of, 
18, 22. 

Confucian lands, committee on special 
preparation of missionaries for pre- 
senting the Christian message in, 3; 


227 


INDEX 


criticism on report of, 28; report of, 
27-29; resolution on report of, 29. 

Confucianism, bibliography on, 28; 
preparation of handbook on, 30. 

Congress on Christian Work in Latin 
America, 18; need for cooperation 
in educational institutions empha- 
sized at, 92; report of Commission 
on Education, quoted, 90-92; report 
of Commissions, referred to, 89 ; re- 
port of, referred to, 19; work of Dr. 
Sanders in relation to, 21, 24. 

Constantinople College, referred to, 

101 . 

Constitution of Board of Missionary 
Preparation, 9; amendments to, 10. 

Constructive Quarterly, referred to, 
180. 

Continuation Committee of China, 
preparation of handbook on Con- 
fucianism, 30, 31 ; Sub-Committee on 
the Training of Missionaries, 139. 

Corey, Stephen J., D.D., discussion by, 
209. 

Cubberley, E. P., Ph.D., referred to, 
154. 

Cultural training of the missionary 
educator, address on, 143-150. 

Cummings, Thomas F., Ph.D., discus- 
sion by, 120. 

Curzon, Lord, referred to, 84. 

Daly, quoted, 189. 

Dante, referred to, 59. 

Denyes, J. R., referred to, 198. 

Director of Board of Missionary Prep- 
aration, work of, see Sanders, Frank 
K. 

Doshisha University, referred to, 54, 
109. 

Drach, George, discussion by, 201-203. 

Duff, Alexander, referred to, 51, 52, 53, 
83. 

Dunning, Professor Morton D„ Ph.D., 
address by, 155-160; discussion by, 
73, 174. 

Educational missionary, see Missionary 
educator. 

Educational missionary in the Near 
East, address on, 99-106. 

Elphinstone, Lord, referred to, 83. 

Essentials of a program of missionary 
education as viewed by an educa- 
tional administrator, address on, 115- 
119. 

Evangelism, relationship of missionary 
education to, 185-199. 

Executive committee of Board of Mis- 
sionary Preparation, 5; duties of, 9; 


meetings of, 15; recommendations of, 
32; report of, 14-23. 

Facilities afforded in North American 
institutions for the adequate prepara- 
tion of educational missionaries, ad- 
dress on, 125-137; discussion on, 137- 
143. 

Farrington, Dr. F. E., referred to, 167. 

Faust, Allen K., Ph.D., discussion by, 
73, 174. 

Ferris Seminary, Yokohama, referred 
to, 208. 

Fifth annual meeting, Board of Mis- 
sionary Preparation, 14. 

Fifth annual report of Board of Mis- 
sionary Preparation, 18. 

Finance committee of Board of Mis- 
sionary Preparation, 5. 

Findings of conference on preparation 
of educational missionaries, 211-219; 
committee on, elected, 40; editing 
committee on, appointed, 44 ; report 
of committee on, 44. 

Fiske, Fidelia, referred to, 62, 72. 

Fleming, Professor Daniel J., Ph.D., 
address by, 175-185. 

Foreign Missions Conference of North 
America, relation of Board of Mis- 
sionary Preparation to, 9, 10; report 
of Board of Missionary Preparation 
at, 15. 

Forman Christian College, referred to, 
203. 

Furlough, training of missionary edu- 
cator during first, 161-168. 

Gamewell, Dr., referred to, 80. 

Gandier, Principal Alfred, D.D., ad- 
dress by, 56-61. 

Garman, Professor Charles, referred 
to, 156, 159. 

Goucher, John F., D.D., discussion by, 
76, 172 ; referred to, 148. 

Grant, George Monroe, referred to, 57. 

Grant, W. Henry, discussion by, 203. 

Haggard, Fred P., D.D., resignation of, 
14. 

Harlow, S. Ralph, discussion by, 205- 
208. 

Hindus, committee on special prepara- 
tion of missionaries for presenting 
the Christian message to, 4; report 
of, 27. 

Hoffsommer, Professor Walter E., ad- 
dress by, 161-168. 

Hopg, Professor A. G., referred to, 
194. 

Honda, Bishop, referred to, 109. 

Hoskins, Franklin E., discussion by, 75. 


228 


INDEX 


Hoy, William E., D.D., discussion by, 
74, 119, 199-201. 

India, problems of missionary educator 
in, 82-87. 

Industrial and Agricultural Institute, 
Salonika, referred to, 101. 

Inman, Samuel Guy, address by, 87-99. 

International College, Smyrna, referred 
to, 101. 

International Revie-M of Missions, re- 
ferred to, 31, 52, 180. 

James, Professor William, referred to, 
156. 

Janes, Captain, referred to, 109. 

Japan, problems of missionary edu- 
cator in, 106-115. 

Japanese Imperial University, referred 
to, 54, 114. 

Jefferson, Thomas, referred to, 124. 

Jones, John P., D.D., 27; minute re- 
garding, 34, 35. 

Keio University, referred to, 113. 

Kennedy, H. A. A., D.D., referred to, 
46. 

Knox, John, referred to, 49. 

Kumamoto Band, referred to, 109. 

Language preparation, committee on, 
5, 17; report of, 30; remarks on, 120. 

Latin America, problems of missionary 
education in, 87-99 ; see also, Con- 
gress on Christian work in. 

Leadership, qualifications for, 143. 

Lindsay, Professor, quoted, 189; re- 
ferred to, 190, 193. 

Lingle, Professor Walter L., D.D., ad- 
dress by, 45-48; discussion by, 73. 

Literary work, committee on prepara- 
tion of missionaries for, 5, 16 ; report 
of, 30. 

London Spectator, referred to, 84. 

Lucas, Professor E. D., discussion by, 
203. 

Luther. Martin, referred to, 49. 

Lyon, Mary, referred to, 72. 

Macaulay, Lord, referred to, 83. 

McDowell, Bishop William F., quoted, 
198. 

Mackenzie, Rev. John, referred to, 49. 

Mackenzie, President W. Douglas, 
D.D., address by, 49-56. 

Miller, Rev. Samuel, referred to, 122- 
124. 

Miller, Dr. William, of Madras, re- 
ferred to, 84, 86. 

Missionary education, essentials of a 
program of, 115-119; real objective 


of, 49-56; relationship of, to evangel- 
ism, 185-199; relationship of, to so- 
cial and economic progress, 175-185. 

Missionary educator, cultural training 
of, 143-150; facilities afforded in 
North American institutions for 
preparation of, 125-137 ; personal 
qualifications of, 56-61, 61-72; prob- 
lems of, in China, 78-82 ; in India, 
82-87 ; in Japan, 106-115; in Latin 
America, 87-99; in the Near East, 
99-106 ; professional training of, 
150-155 ; qualifications of, 73-78, 143 ; 
spiritual task of, 121-124; training of, 
for field to which appointed, 155-160; 
training of, on field and during fur- 
lough, 161-168. 

Mohammedans, see Moslems. 

Moore, Sir Thomas, referred to, 83. 

Moslems, committee on special prepa- 
ration needed by missionaries who 
are to present the Christian message 
to, 4; report of, 29. 

Near East, educational missionary in, 
99-106. 

Normal College, Sivas, referred to, 
105. 

North China Mission of the American 
Board, referred to, 24. 

Okuma, Count, referred to, 114. 

Oldham, William F., D.D., resignation 
of, 14. 

O’Meara, Canon T. R., D.D., discussion 
by, 171. 

Organized mission groups on the field, 
recognition of, 24. 

Orr, William, address by, 115-119; dis- 
cussion by, 139. 

Pacific School of Religion, fiftieth anni- 
versary of, 22. 

Panama Congress, see Congress on 
Christian Work in Latin America. 

Paul, preparation of, for missionary ca- 
reer, 45-48. 

Paul, Charles T„ Ph.D., report by, 29. 

Peabodv, Mrs. Henry W., address by, 
61-72.' 

Peking University, cost of equipment 
of, 80-81. 

Personal qualifications of the mission- 
ary educator, address on, 56-61 ; dis- 
cussion on, 73-78. 

Physical preparation of missionaries, 
committee on, 17. 

Preparation for educational service, re- 
port reprinted, 30. 

Preparation, necessary to present the 
Christian message, committees on, 
16; significance of reports of, 25. 


229 


INDEX 


Preparation of educational mission- 
aries, facilities in North American 
institutions for, 125-137; see also, 
Missionary educator. 

Preparation of missionaries for literary 
work, committee on, 5, 16; report of, 
30. 

Preparation of missionaries for medi- 
cal service, committee on, 17. 

Preparation of missionaries for pre- 
senting the Christian message in Con- 
fucian lands, committee on, 3; criti- 
cism on report of, 28; report of, 27; 
resolution on report of, 29. 

Preparation of missionaries for pre- 
senting the Christian message to 
Hindus, committee on, 4; report of, 
27. 

Preparation of missionaries for work 
among Animistic peoples, committee 
on, 3 ; report of, 29. 

Preparation of missionaries for work 
among Buddhists, committee on, 3 ; 
report of, 29. 

Preparation of missionaries who are to 
present the Christian message to 
Moslems, committee on, 4; report of, 
29. 

Preparation of Paul for his missionary 
career, address on, 45-48. 

Preparation of women for foreign mis- 
sionary service, report reprinted, 30. 

Problems of missionary educator, dis- 
cussion of, 119-121; in China, 78-82; 
in India, 82-87; in Japan, 106-115; in 
Latin America, 87-99; in Near East, 
99-106. 

Professional training of the educa- 
tional missionary, address on, ISO- 
155. 

Queen Victoria, referred to, 84. 

Ramsay, Sir William, referred to, 46. 

Rawlinson, F., D.D., discussion by, 75, 
138, 173, 204. 

Real objective of missionary education, 
address on, 49-56. 

Relationship of missionary education 
to evangelism, address on, 185-199; 
discussion of, 199-210. 

Relationship of missionary education to 
social and economic progress, ad- 
dress on, 175-185. 

Report of the Deputation of the Pres- 
byterian Board of Foreign Missions 
to Siam, Philippines, etc., referred to, 
183. 

Robbins, Wilford, L., D.D., resignation 
of, 14. 

Robert College, referred to, 100. 


Robinson, Miss Flora L., discussion by, 
142. 

Ross, G. A. Johnston, D.D., resignation 
of, 14. 

Russell, Dean James E., LL.D., address 
by, 143-150. 

Sailer, T. H. P., Ph.D., address by, ISO- 
155 ; article in Chinese Recorder by, 
78; connection with Teachers Col- 
lege, 129; discussion by, 168. 

St. John, Burton, address by, 78-82. 

St. John, Professor Wallace, discussion 
by, 75, 137, 171. 

Sanders, Frank K., Ph.D., editorial 
service in connection with Congress 
at Panama, 121, 24; proposed visit to 
mission fields, 33; work of, as Di- 
rector, 20-23; 24-27. 

Sapporo Agricultural College, referred 
to, 109. 

Schwarze, Professor W. N., D.D., dis- 
cussion by, 140. 

Shanghai Centenary Missionary Con- 
ference, findings of Commission on 
Education, quoted, 186. 

Siam, King of, referred to, 194. 

Silliman Institute, referred to, 194. 

Sixth annual meeting of the Board of 
Missionary Preparation, minutes of, 
13-36; personnel, 13. 

Smith, Arthur H., D.D., referred to, 70. 

Soper, Professor Edmund D., D.D., ad- 
dress by, 125-137 ; discussion by, 138- 
141 ; report by, 30. 

Specific problems faced by the mission- 
ary educator in China, 78-82 ; in In- 
dia, 82-87; in Japan, 106-115; in 
Latin America, 87-99. 

Specific training of the educational 
missionary for the field to which he 
is appointed, address on, 155-160. 

Speer, Robert E., D.D., address by, 
185-199. 

Spiritual life of the missionary, com- 
mittee on, 17. 

Spiritual task of the educational mis- 
sionary, address on, 121-124. 

Stevenson, President J. Ross, D.D., ad- 
dress by, 121-124. 

Strong, John H., D.D., resignation of, 
14. 

Student Volunteer Movement, calls 
issued by, 166. 

Sunday, William A., D.D., referred to, 
77, 166. 

Syrian Protestant College, referred to, 

101 . 

Tagore, Rabindranath, referred to, 191. 

Teachers College, referred to, 129. 


230 


INDEX 


Thoburn, Isabella, referred to, 72. 

Thompson, Dr. Wardlaw, referred to, 
196. 

Training of the educational missionary 
during his first period of service on 
the field and during his first furlough, 
address on, 161-168. 

Training of the missionary educator, 
cultural training, 143-150; discussion 
on, 168-174; during first period of 
service on the field and during first 
furlough, 161-168; for the field to 
which he is appointed, 155-160; pro- 
fessional, 150-155. 

Tucker, Rt. Rev. Henry St. George, 
D.D., address by, 106-115. 

Venn, Henry, referred to, 179. 

View-point and personal qualifications 


of the educational missionary, ad- 
dress on, 61-72; discussion on, 73-78. 

Waseda University, referred to, 114. 

Webster, Daniel, referred to, 123. 

Webster, Professor James B., discus- 
sion by, 140, 172. 

White, President George E., D.D., ad- 
dress by, 99-106. 

White, President F. J., discussion by, 

201 . 

White, Stanley, D.D., election of, 35. 

Whyte, Dr. Alexander, referred to, 59. 

Women missionary educators, qualifi- 
cations of, 58, 61-72. 

Wood, Sir Evelyn, referred to, 84. 

Young Men of India, referred to, 180. 


231 












































PUBLICATIONS OF THE BOARD 

The First Annual Report (1911) 

Of historical value, giving full details of the first year of organization. 
Paper, price 25 cents, postpaid. 

The First and Second Annual Reports (1911, 1912) 

A few copies bound in one volume. Valuable for completing sets. 
Paper, price 50 cents, postpaid. 

The Third Annual Report (1913) 

Rich in suggestions concerning the special training which evangelistic, 
educational, medical, and women missionaries should seek. It also con- 
tains a report on the use of the missionary furlough, a list of the institu- 
tions which offer special courses for candidates, and suggestions of valu- 
able courses of reading. 

Paper, price 25 cents, postpaid. 

The Fourth Annual Report (1914) 

Containing reports on preparation for different fields, such as China, 
India, Japan, Latin America, the Near East and Pagan Africa. It also 
includes full reports of the two important Conferences on Preparation of 
Ordained Missionaries and Administrative Problems. 

Paper, price 50 cents, postpaid. 

The Fifth Annual Report (1915) 

Including the reports of the two important Conferences on Prepara- 
tion of Women for Foreign Service and Preparation of Medical Mission- 
aries. 

Paper, price 50 cents, postpaid. 

The Sixth Annual Report (1916) 

Containing the minutes and proceedings of the Annual Meeting. 
Paper, price 25 cents, postpaid. 

The Seventh Annual Report (1917) 

Containing the minutes and proceedings of the Annual Meeting. 
Paper, price 25 cents, postpaid. 

The Eighth Annual Report (1918) 

Containing the minutes and proceedings of the Annual Meeting, to- 
gether with the report of the Director regarding his tour in the Far East. 
Paper, price 25 cents, postpaid. 


CONFERENCE REPORTS 

The Report of a Conference on the Preparation of Women for Foreign 
Missionary Service. Paper, 25 cents. 

The Report of a Conference on the Preparation of Medical Missionaries. 
Paper, 25 cents. 

The Report of a Conference on the Preparation of Ordained Missionaries. 
Paper, 25 cents. 

The Report of a Conference on the Preparation of Educational Mission- 
aries. Paper, 25 cents. 

The Presentation of Christianity in Confucian Lands. Paper, 50 cents. 
The Presentation of Christianity to Hindus. Paper, 50 cents. 

The Presentation of Christianity to Moslems. Paper, 50 cents. 


REPRINTS OF SPECIAL REPORTS 
Preparation of Ordained Missionaries (revised). 10 cents. 
Preparation of Medical Missionaries (revised). 10 cents. 
Preparation of Educational Missionaries (revised). 10 cents. 
Preparation of Women for Foreign Service (revised). 10 cents. 
Preparation of Missionaries Appointed to China. 10 cents. 

Preparation of Missionaries Appointed to India. 10 cents. 

Preparation of Missionaries Appointed to Japan. 10 cents. 

Preparation of Missionaries Appointed to Latin America. 10 cents. 

Preparation of Missionaries Appointed to the Near East. 10 cents. 

Preparation of Missionaries Appointed to Pagan Africa. 10 cents. 



